UC-NRLF 


THE   SUMMERS   READERS 


MANUAL 


FIRST  LESSONS  IN  READING 


BY 

MAUD  SUMMERS 


FRANK  D.  BEATTYS  AND  COMPANY 
NEW  YORK 


Copyright,  1908,  by 

FRANK  D.  BEATTYS  AND  COMPANY 

NEW  YORK 


CONTENTS. 

PART  I. 
LEARNING  TO  READ 3 

i       The  Fundamental  Principles  in  Learning  to  Read. 

2.  Elements  of  Reading: 

(a)  The  Thought  Element. 

(b)  The  Symbol  Element. 

(c)  The  Phonic  Element. 

3.  Methods  of  Teaching  Reading. 

4.  Summary. 

PART  II. 
FIRST  HALF  YEAR:   FIRST  STEP 21 

1.  Ear  Training  Exercises. 

2.  Preliminary  Blackboard  Lessons. 

PART  III. 
FIRST  HALF  YEAR:   SECOND  STEP 49 

1.  Blackboard  Lessons  and  Primer. 

2.  Phonic  Lessons : 

(a)  The  Consonant  Sounds. 

(b)  Phonograms  derived  from  Words  used 

in  the  Primer. 

(c)  Word  Drill. 

43?84i 


CONTENTS— Continued 

PART  IV. 
SECOND  HALF  YEAR:  THIRD  STEP 75 

1.  Reading  from  the  First  Reader. 

2.  Phonic  Lessons: 

(a)  The  Vowel  Sounds. 

(b)  Equivalent  Vowel  Sounds. 

(c)  Word  Drill 

PART  V. 
THIRD  HALF  YEAR:   FOURTH  STEP 99 

1.  Reading  from  the  Second  Reader. 

2.  Phonic  Lessons : 

(a)  Initial  and  Final  Syllables  taught  as 

Phonograms. 

(b)  Word  Drill. 

3.  Later  Work. 


CONSONANT  SOUNDS 112 

VOWEL  SOUNDS 113 


PREFACE. 

THE  SUMMERS  series  of  Readers  consists  of  a  Primer,  a  First 
Reader,  and  a  Second  Reader,  closely  articulated  for  the  purpose  of 
teaching  beginners  to  read,  and  a  Manual  of  Instruction  intended 
to  give  teachers  a  full  knowledge  of  the  elements  involved  in  the 
process  of  learning  to  read,  and  definite,  practical  guidance  for  daily 
classroom  work. 

The  whole  purpose  and  essence  of  reading  is  the  communication 
of  ideas.  It  is  the  thought  —  the  impression  —  rather  than  the 
form  —  the  expression  —  which  gives  value  to  what  is  read.  With 
this  fact  in  mind  the  subject-matter  has  been  chosen  with  special 
reference  to  primal  social  activities  in  history  and  contemporaneous 
society  significant  of  the  race  development,  as  the  securing  of  food, 
shelter,  and  clothing.  But  this  subject-matter  must  touch  the  child 
personally  if  it  is  to  be  of  value  in  learning  to  read.  It  must  ap- 
pear for  him  in  the  form  of  action,  rhythm,  stories,  observation,  plays 
and  games,  if  the  symbols  of  reading  are  to  be  fraught  with  mean- 
ing for  him.  What  is  of  interest  to  the  child,  and  what  is  of  value 
to  society,  have  both  been  kept  in  mind  in  selecting  and  arranging 
the  literature  of  childhood  used  in  this  series  of  readers. 

This  Manual  of  Instruction  provides  for  three  half  years  of  work. 
Foreign  children,  or  those  of  slower  development,  will  require  a 
longer  time.  In  that  event,  the  lessons  in  the  Manual  will  suggest 
the  order,  not  the  time. 

I 


In  learning  to  read,  .two  lines  of  work  are  to  be  developed  at 
t:  He  periods  each' -day.  Reading  lessons  and  Phonic  lessons  in 
orderly  sequence  are  given  in  the  Manual  of  Instruction. 

Helpful  suggestions  for  this  series  of  readers  have  come  from 
many  sources.  The  author  wishes  to  acknowledge  especial  indebt- 
edness to  Edgar  Dubs  Shimer,  Ph.D.,  District  Superintendent,  New 
York  City,  for  valuable  criticism;  to  Grant  Karr,  Ph.D.,  Teacher  of 
the  Principles  of  Education  and  Director  of  Observation  in  the 
Training  School  for  Teachers,  New  York  City,  for  suggestions  con- 
cerning the  statement  of  the  unity  of  language ;  to  Miss  Alice  H. 
Damon,  A.B.,  Supervising  Principal  of  the  Primary  Department, 
State  Normal  School,  Potsdam,  N.  Y.,  for  assistance  in  preparing 
the  Manual  of  Instruction;  and  to  Miss  Caroline  A.  Yale,  Ph.D., 
Principal  of  Clarke  School,  Northampton,  Mass.,  for  the  use  of  the 
chart  of  consonant  sounds. 


PART  I. 

LEARNING  TO  READ. 

1.  The  Fundamental  Principles  in  Learning  to  Read, 

2.  Elements  of  Reading: 

(a)  The  Thought  Element. 

(b)  The  Symbol  Element. 

(c)  The  Phonic  Element. 

3.  Methods  of  Teaching  Reading. 

4.  Summary. 


I. 

THE  FUNDAMENTAL   PRINCIPLES 
IN  LEARNING  TO  READ. 

Language  Defined.  Language  is  the  conventional  means  by  which 
man  communicates  his  thoughts.  It  is  a  complex  unity  composed 
of  thought  and  symbol,  spoken  or  written.  Because  it  is  the  means 
by  which  different  minds  are  identified  in  thought,  it  becomes  an 
essential  factor  in  social  organization. 

Symbolism.  In  a  wider  sense  all  means  of  social  communication, 
material  and  pictorial  expressions,  as  well  as  spoken  and  written 
words, maybe  called  language.  Thought,  through  symbol,  to  thought, 
is  the  whole  social  process  of  language,  spoken  and  written,  for 
every  meaning  has  a  symbol  and  every  symbol  has  a  meaning. 

The  Problem  in  Learning  to  Read.  The  problem  in  teaching  read- 
ing is  to  bring  the  symbol  and  its  meaning  into  vital  unity  in  the 
mind  of  the  learner.  Hence  it  is  necessary  that  the  teacher  dis- 
tinguish clearly  between  these  elements.  When  the  thought  and 
the  symbol  have  become  so  united  that  each  is  essential  to  the  other, 
the  problem  of  learning  to  read  has  been  solved. 

Fundamental  Principles.  There  are  three  chief  fundamental 
principles  involved  in  the  process  of  learning  to  read,  namely : 

First.  Images.  The  thought  aspect  of  language  depends 
upon  clear  and  vivid  images.  This  is  so  important  that  unless 
children  have  such  images  they  cannot  master  the  symbols 
which  represent  them.  One  purpose  of  nature  study,  handi- 
craft, and  art  is  to  give  children  these  images. 

5 


Second.  Wholes  to  Parts.  In  acquiring  knowledge  the  mind 
moves  from  the  vague  whole  to  the  parts  and  then  back  again 
to  the  clarified  whole.  An  understanding  of  the  parts  gives 
a  fuller  meaning  to  the  whole.  The  mind  analyzes  in  order  to 
reach  a  better  synthesis.  When  we  wish  to  make  known  to  a 
child  a  coat,  for  instance,  we  do  not  show  him  separately  the 
sleeves,  the  lapels,  the  pockets,  the  buttons.  We  hold  up  the 
whole  garment  and  say,  "  Here  is  a  coat."  It  is  necessary  to 
do  the  same  in  teaching  reading.  Give  the  child  first  an  image 
of  the  whole  situation  which  he  is  to  think  himself  into,  and 
then  come  to  the  details  to  make  the  whole  clear. 

Third.  Self  -  Activity .  The  child  is  an  active,  creative  agent, 
vitally  concerned  in  adjusting  himself  to  his  physical  and  spir- 
itual environment.  Self-activity  manifests  itself  in  some  ex- 
ternal form,  which  in  language  is  the  symbol  of  the  self-active 
thought.  Success  in  teaching  reading  depends  upon  the  amount 
of  self-active  response  the  symbol  awakens  in  the  thought  of 
the  child. 

These  three  fundamental  principles,  namely,  clear  and  vivid 
images,  whole  situations,  and  self-activity  in  the  form  of  response 
and  interest  on  the  part  of  the  child,  should  be  kept  in  the  fore- 
ground in  teaching  reading. 


2. 

ELEMENTS  IN  LEARNING  TO  READ. 

Since  language  is  composed  of  thought,  symbol,  and  sound,  the 
main  elements  to  be  considered  in  learning  to  read  are  the  thought, 
the  symbol,  and  the  phonic  elements. 

THE  THOUGHT  ELEMENT. 

The  Purpose  of  the  Thought  Element.  The  problem  of  elemen- 
tary reading  is  to  establish  a  permanent  association  between  the 
written  or  the  printed  symbols  and  the  thoughts  which  they 
represent.  The  thought  is  all-important;  it  is  the  vitalizing  ele- 
ment in  learning  to  read.  In  learning  to  talk  the  child  associates 
the  meaning  with  the  spoken  symbol ;  in  learning  to  read  he  asso- 
ciates a  thought  content  with  a  sight  symbol.  The  strength  of  the 
association  depends  in  each  case  upon  the  worth  the  thought  has  for 
the  child ;  hence  the  great  necessity  of  giving  especial  attention  to 
the  thought  element  in  learning  to  read. 

Action  Sentences.  A  sentence  is  the  unit  of  language  and  the  life- 
;^i\  in-  factor  in  the  process  of  learning  to  read.  It  is  important, 
therefore,  that  in  the  beginning  the  child  should  form  the  habit  of 
-ping  sentences.  In  the  first  reading  lessons  it  is  necessary  to 
find  subjects  which  interest  the  child  and  furnish  clear  mental  pic- 
tures. Children  are  interested  in  actions.  They  like  to  move  and 
will  read  for  the  purpose  of  performing  an  action.  Action  sen- 
tences appeal  to  all  children,  because  that  which  a  child  does  makes 
a  deep  impression  and  involves  large,  self-activity. 

7 


Nursery  Rhymes.  Children  are  so  influenced  by  rhythm  that  it 
is  impossible  to  train  them  aright  without  giving  due  consideratioi 
to  this  form  of  expression.  There  are  many  interesting  complete 
rhymes  and  poems  that  are  valuable  for  reading  lessons.  In  con- 
tent the  poetry  of  childhood  should  contain  familiar  images,  tinged 
with  enough  of  mystery  to  give  that  subtle  mingling  of  sense  and 
nonsense  which  stirs  the  imagination  of  the  child  and  also  relates 
him  to  the  actual  world  in  which  he  lives.  The  Mother  Goose  melo- 
dies fulfil  these  conditions,  but  it  is  the  rhythm  far  more  than  the 
thought  that  attracts  the  child.  '  Have  the  children  learn  the  rhymes 
by  ear  and  recite  them  with  no  thought  other  than  that  they  are  to 
be  enjoyed.  Incidentally,  they  will  afford  valuable  exercise  in  pro- 
nunciation, articulation,  and  tone  modulation,  if  the  teacher  is  care- 
ful about  these  matters,  for  children  are  great  imitators.  Later  the 
children  will  read  these  rhymes  and  poems  with  great  pleasure,  thus 
associating  a  valuable  thought  content  with  its  printed  symbol  in  a 
way  that  will  make  the  association  abiding. 

Stories.  Children  express  in  action,  and  ultimately  in  character, 
the  influences  which  they  receive  from  stories.  Therefore,  stones 
containing  true  and  good  ideals  should  be  selected.  Children  appre- 
ciate and  love  what  appeals  to  the  best  and  the  highest  in  them. 
Nursery  rhymes,  fables,  fairy  lore,  and  classic  myth  should  be  used. 
They  have  nourished  the  race,  and  will  also  feed  the  soul  life  of  the 
individual  child.  The  outer  form  varies  with  the  age  and  the 
country,  but  the  inner  meaning  is  of  the  spirit  and  will  outlast  the 
centuries.  Every  teacher  should,  therefore,  carefully  cultivate  the 
art  of  story-telling.  It  is  far  better  to  present  a  story  orally  than  to 
read  it  from  a  book.  If  it  is  told,  the  teacher  can  adapt  it  to  the 
needs  of  her  classes,  and  by  the  magnetism  of  voice,  eye,  and  per- 
sonality awaken  an  abiding  love  for  good  literature.  At  a  later 
period  the  child  will  enjoy  reading  these  same  stories  in  the  reading 
books  of  the  first  and  second  grades. 

8 


Observation  Lessons.  Observation  and  description  should  precede 
reading  in  the  early  lessons.  The  teacher  may  write  on  the  black- 
board simple  sentences  based  upon  these  observations  and  descrip- 
tions. Anything  in  the  environment  of  the  home  or  the  school  which 
interests  the  child  should  be  utilized.  Encourage  the  children  to 
observe  their  household  pets  and  to  tell  the  other  children  about 
them.  Whatever  the  child  makes  in  the  time  devoted  to  handicraft, 
or  observes  in  the  nature  lessons,  or  plays  in  the  recreation  period 
may  be  used  as  material  for  reading  lessons.  Color  is  so  intimately 
connected  with  the  emotional  life  that  its  value  and  importance 
should  be  recognized. 


THE  SYMBOL  ELEMENT. 


Use.  All  thought  which  rises  to  the  plane  of  self-consciousness  is 
communicated  by  means  of  a  material,  a  pictorial,  or  a  lingual  symbol. 
The  thought  element  and  the  symbol  element  are  two  sides  of  the 
same  thing,  namely,  language.  They  form  the  impression  and  ex- 
pression <if  language,  and  hence  of  social  communication  and  identity. 

Kinds  of  Symbols.  There  are  two  kinds  of  symbols  which  must  be 
mastered  in  learning  to  read,  namely,  the  vocal  and  the  graphic,  ap- 
praling  respectively  to  the  ear  and  to  the  eye.  These  symbols  are 
made  by  the  voice  and  the  hand,  and  are  recognized  by  the  ear  and 
the  eye.  They  must  always  be  regarded  in  the  light  of  that  which 
they  represent  in  connection  with  elementary  reading,  whether  used 
in  receiving  or  expressing  thought.  This  thought  must  be  kept 
dearly  in  mind  in  silent  and  oral  reading,  in  word  repetition,  and 
in  \\ord  drill.  It  will  aid  also  in  the  spelling  and  the  phonic  work 
of  the  children. 


THE  PHONIC  ELEMENT. 

Definition.  The  phonic  element  deals  with  articulate  sounds 
and  the  letters  or  the  symbols  which  represent  them.  Here,  as 
elsewhere  in  learning  to  read,  the  unity  between  meaning  and 
symbol  —  impression  and  expression  —  must  be  kept  clearly  in  mind. 
The  spoken  symbol  implies  training  in  pronunciation,  enunciation, 
articulation,  inflection,  and  all  that  makes  for  clear  understanding 
and  agreeable  oral  expression  of  thought.  Ear  and  voice,  eye  and 
hand,  are  tools  which  must  be  trained  to  work  with  automatic  per- 
fection as  the  means  in  communicating  thought. 


Purpose.  The  purpose  of  the  phonic  lesson  is  the  association  of  a 
sound  with  its  written  or  printed  symbol,  so  that  the  child  will  be 
able  to  get  and  to  express  the  sound  when  the  symbol  is  presented 
to  him.  The  sight  symbol  and  the  sound  symbol  should  be  so 
thoroughly  associated  that  immediately  upon  the  presentation  of 
either  one  of  them  the  other  will  appear  in  consciousness. 


Ear  and  Voice  Training.  It  is  of  the  utmost  importance  that  chil- 
dren be  given  a  broad  experience  with  sound  in  the  way  of  ear  and 
voice  training  exercises  for  a  few  weeks  before  the  formal  study  of 
phonics  is  begun.  These  exercises  may  be  carried  on  in  connection 
with  the  thought  development  in  learning  to  read  and  in  the  music 
work.  In  the  nature  work  the  children  should  be  trained  to  listen 
to  bird  note,  insect  hum,  and  other  sounds  of  nature.  Story-telling 
is  most  helpful  in  this  ear  training.  It  should  begin  in  the  first 
grade  and  continue  through  the  entire  elementary  school  period. 
The  reading  of  poems  aloud  should  be  a  regular  part  of  the  school 
program,  not  only  to  stimulate  the  imagination,  but  also  to  give  the 
enjoyment  that  comes  from  the  cadence  of  rhythmic  language  and 

10 


to  train  the  ear  to  make  fine  discriminations.  Ear  training  and 
voice  culture  are  so  intimately  related  that  it  is  impossible  to  culti- 
vate one  without  cultivating  the  other,  for  they  sustain  to  each 
other  the  vital  relation  of  impression  and  expression. 


Phonic  Facts.  The  question  of  the  exact  number  of  elementary 
sounds  in  the  English  language  is  still  unsettled.  This  Manual  is 
based  on  the  belief  that  there  are  forty-five  elementary  sounds 
in  the  English  language,  twenty  vowel  sounds  and  twenty-five 
consonant  sounds.  The  difficulty  in  mastering  the  phonic  element 
in  learning  to  read  English  is  greatly  increased  because  some  of  the 
elementary  sounds  are  represented  by  two  letters,  as  ///  in  thin,  ea 
in  head;  and  some  sounds  are  represented  by  two  or  more  symbols, 
as  e  in  her,  u  in  turn,  and  /  infirm.  It  is  neither  necessary  nor  de- 
sirable that  little  children  should  learn  all  the  equivalent  symbols; 
nor  is  it  considered  wise  to  give  to  children  all  of  the  forty-five 
elementary  sounds.  Forty  is  the  number  taught  in  the  phonic 
lessons  of  thte  Manual.  Use  has  determined  the  order  of  presenta- 
tion. 


1.  ]ro7t'r/  Sounds.     The    vowels  are    always    pure    sound. 
Tlu-y    express    the  emotions     and    are    the    rhythmic,  musical 
element    which  gives  language   its  beauty.      There   are  many 
equivalent  spellings  for    the  twenty  elementary  vowel  sounds 
in    the    English    language.     Those    most   frequently   used  are 
found  on  page  1 13;  the  others  will  be  learned  unconsciously  as 
the  child  develops.      See  page   113  for  a  scientific  arrangement 
of  the  vowel  sounds. 

2.  Consonant    Soinn/s.      The    consonants    limit    and    define 
sound.      Of  the  twenty-five  elementary  consonant  sounds,  ten 
have  no  vocal  quality  whatever.    They  are  commonly  known  as 
breath    sounds  — /,  //,  /•,  />,  .v,  /,  cJi,  sh,  tJi,  wh.     With   the  ex- 

1 1 


ception  of  //,  every  one  of  these  breath   sounds  has   its  corre- 
sponding vocal  sound : 

f  vocalized  becomes    v 

p  b 

t  d 

th  (thin)  "  "          th  (then) 

wh  "  "          w 

k  "  •"          g 

s  z 

ch  "  "         j 

sh  "  "          zh 


See  p.  1 12  for  a  scientific  arrangement  of  the  consonant  sounds. 


3.  Phonograms.  In  all  the  phonic  lessons  used  in  this 
Manual  a  phonogram  is  the  symbol  of  a  sound  group,  usually 
composed  of  a  single  vowel  sound  combined  with  a  single 
consonant  sound.  For  example,  ing  in  s-ing  is  a  phonogram, 
but  in  see-ing  it  is  a  syllable. 


Diacritical  Marks.  Useless  phonograms  are  a  burden  rather 
than  a  help;  therefore  the  child  should  learn  only  those  which 
he  actually  uses.  For  this  reason  it  is  not  advisable  to  use  dia- 
critical marks  during  the  earlier  stages  of  learning  to  read.  They 
make  the  symbol  complex  and  cumbersome,  and  at  the  same  time 
their  need  and  great  value  do  not  become  apparent  until  the  child 
begins  to  use  the  dictionary,  say,  in  the  fourth  school  year.  In  the 
earlier  stages  of  learning  to  read,  symbols  acquire  meaning  by  being 
constantly  associated  with  their  respective  sounds  and  thoughts. 
Habits  of  pronunciation  are  formed  by  always  attaching  the  same 

12 


sound  values  to  letters  and  groups  of  letters.  When  a  child  forms 
an  image  of  a  word  burdened  with  diacritical  marks,  he  must  later 
form  an  image  of  the  word  without  these.  When  children  are 
taught  to  look  for  diacritical  marks  their  imaging  power  is  centered 
upon  the  markings  of  the  words  instead  of  the  thoughts  for  which 
these  words  stand ;  hence  it  takes  longer  to  get  the  thought,  and  as 
a  consequence  they  are  apt  to  be  slow  readers.  Rapid  readers  are 
usually  thoughtful  readers,  because  they  have  the  power  to  grasp 
quickly  a  large  number  of  words  and  to  interpret  them  in  mental 
pictures. 

Phonic  Drill.  Phonic  drill  and  reading  are  distinct  processes  and 
should  be  taught  at  different  periods  of  the  day  during  the  first  two 
years  of  school.  The  purpose  of  the  elementary  reading  lesson  is 
to  associate  permanently  the  thought  and  the  symbols  which  rep- 
resent it,  so  that  the  thought  can  be  gained  from  the  written  or 
printed  language.  The  purpose  of  the  elementary  phonic  lesson  is 
to  associate  permanently  sounds  and  the  characters  which  represent 
them,  so  that  new  words  can  be  readily  recognized.  Both  processes 
are  necessary  in  teaching  reading,  but  phonic  lessons  should  be  rele- 
gated to  a  subsidiary  place  so  that  they  may  not  become  an  impedi- 
ment to  the  main  purpose. 

Phonic  Method.  In  the  phonic  method  sight  words  are  analyzed 
into  their  elements,  which  are  then  combined  in  new  relations  to 
form  new  words.  These  new  combinations  of  familiar  elements  in 
new  relations  are  recognized  again  and  again,  until  the  association 
grows  permanent,  and  so  new  words  are  acquired.  Consonant 
sounds  are  recognized  as  initial,  final,  and  medial.  Next  the  phono- 
gram element  is  analyzed  into  its  vowel  and  consonant  sounds.  By 
means  of  familiar  symbols  the  child  has  the  power  to  pronounce  new 
words.  A  knowledge  of  individual  symbols  is  the  foundation  upon 

13 


which  the  sight  recognition  of  words  rests ;    hence  the  necessity  of 
rapid  and  varied  drills. 

The  method  suggested  in   this   Manual  for  phonic  lessons  is   as 
follows : 

1.  Separate   sight   words   into   their   consonant    sounds   and 
phonograms. 

2.  Separate   phonograms    into    their    consonant    and    vowel 
sounds. 

3.  Associate  these  sound  elements  with  their  symbols. 

4.  Combine  the  sound  elements  to  form  new  words  (Phonic 
Synthesis). 

5.  Teach  initial  and  final  syllables  as  phonograms. 


METHODS  OF  TEACHING  READING. 

Methods  of  learning  to  read  are  the  result  of  bringing  the  dif- 
ferent thought,  symbol,  and  phonic  elements  into  combination  and 
active  co-operation.  The  process  is  organic  and  all  these  features 
must  be  kept  in  mind.  There  are  two  kinds  of  reading,  silent  and 
oral. 

Silent  Reading.  Silent  reading  is  the  personal,  individual  way  of 
getting  thought  from  the  printed  page.  The  teacher  must  lead  the 
pupil  to  see  that  the  sentences  have  meaning.  From  the  very 
first  the  teacher  should  never  lose  sight  of  this  fundamental  principle 
and  should  train  the  child  into  the  habit  of  interpreting  the  printed 
page-  into  mental  pictures.  A  good  method  of  conducting  the 
reading  lesson  is  the  following: 

Let  each  child  read  the  entire  lesson  silently  to  get  the  thought 
(whole  to  parts).  When  the  child  does  not  recognize  a  word  and 
cannot  get  it  from  the  context  or  the  sound  elements,  tell  him  what 
it  is,  in  as  simple  a  way  as  he  would  be  told  about  a  new  object  in 
the  home.  When  he  has  finished  reading  the  child  may  show  that 
he  is  ready  to  give  the  thought.  The  teacher  requests  a  pupil  to 
give  in  his  own  language  what  he  has  just  read.  It  will  then  be 
seen  how  vivid  his  images  are  of  what  he  has  read  and  how  fully  it 
has  appealed  to  him.  At  the  same  time,  his  expressing  it  in  his  own 
words  will  exercise  his  self-activity.  It  is  not  wise  in  the  beginning 
to  correct  imperfect  language  to  any  great  extent,  for  the  reason 
that  the  child's  attention  is  liable  to  be  diverted  from  the  main 
thought  to  some  detail  of  the  medium  of  expression.  This  is  disas- 
trous and  will  tend  to  make  him  unnatural  in  both  his  thinking  and 

15 


feeling.     It  destroys  his  appreciation  for  the  whole,  blurs  his  images, 
and  takes  away  the  chief  motive  for  reading. 

In  learning  to  read  the  child  begins  with  the  image  of  some  story, 
which  he  particularizes  and  clarifies  by  the  thoughts  in  the  sentences 
and  the  ideas  in  the  words.  He  masters  the  word  elements  in  this 
way,  as  a  unity  of  meaning  and  symbol,  which  gives  significance  to 
the  sentence  and  to  the  story  as  a  whole.  Thus  the  power  of  getting 
thought  from  the  printed  page  develops. 


Oral  Reading.  Oral  reading  is  the  process  of  interpreting  thought 
from  the  printed  page  and  imparting  it  to  another  by  means  of  the 
voice.  Silent  reading  should  always  precede  oral  reading,  so  that 
the  child  may  get  the  thought  before  he  attempts  to  give  it.  Silent 
reading  is  the  power  to  translate  the  words  into  thoughts  or 
emotions.  Oral  reading  goes  a  step  further  and  gives  these  thoughts 
and  emotions  audible  expression  and  awakens  them  in  another. 
Silent  reading  is  a  necessity ;  oral  reading  is  an  accomplishment. 
Oral  reading  is  another  way  of  telling  a  story.  It  implies  the 
ability  to  awaken  one's  thoughts  in  another's  mind.  It  lacks  the 
freedom  of  expression  usual  in  story-telling,  for  it  demands  power 
to  interpret  and  transmit  thought  almost  simultaneously. 

There  are  many  ways  of  conducting  an  oral  reading  lesson.  Two 
methods  are  given  for  illustration : 


1.  The  development  of  new  words. 

2.  The  silent  reading  of  the  complete  story. 

3.  Oral  reproduction  of  the  complete  story. 

4.  Oral  reading  of  the  complete  story. 

16 


B 

1.  The  development  of  new  words. 

2.  Silent  reading  of  paragraphs. 

3.  Oral  reproduction  of  paragraphs. 

4.  Oral  reading  of  paragraphs,  then  of  the  whole. 

These  methods  differ  only  in  the  breadth  and  scope  of  the 
image  of  the  whole  that 'the  child  is  to  think  through  at  one  time. 

Freedom  of  expression  usually  accompanies  the  reading  of  inter- 
esting thought.  The  child  will  usually  use  natural,  clear  tones  in 
reading,  as  he  does  in  talking,  if  he  understands  what  he 
reads.  Many  children  read  poorly  because  they  neither  understand 
nor  feel  any  meaning  in  the  words.  Both  gesture  and  language 
will  be  spontaneous  if  prompted  by  right  thinking  and  right  feeling. 
The  dramatic  presentation  of  a  story,  however  crude,  becomes  a 
great  aid. 

Word  Repetition.  Many  repetitions  of  words,  phrases,  and  sen- 
tences are  necessary  in  mastering  the  symbol.  It  is  quite  possible 
to  have  a  repetition  of  words  with  an  ever-changing  variety  in  valu- 
able thought.  This  variety  holds  the  interest  of  the  children  and  at 
the  same  time  accustoms  the  eye  to  the  repeated  symbol.  The 
symbol  elements  in  the  action  sentences,  observation  lessons,  nur- 
sery rhymes,  and  stories  must  be  repeated  many  times,  but,  to  pre- 
serve interest  in  them  and  to  increase  their  meaning,  the  greatest 
care  must  be  taken  in  the  selection  and  the  presentation  of  the 
thought  element.  If  the  teacher  of  elementary  reading  can  master 
this  part  of  her  work,  her  success  is  well-nigh  assured. 


SPELLING. 


Notion  and  Purpose.     Spelling  is  a  finer  analysis  of  the  process 
of  learning  to  read  and  hence  involves  all  the  elements  of  learning 

17 


to  read.  The  problem  in  learning  to  spell  is  to  associate  perma- 
nently the  smallest  symbols  of  the  word,  the  letters,  oral  and  written, 
with  their  appropriate  meanings.  In  oral  spelling  the  impression  is 
received  through  the  ear ;  the  expression  is  by  means  of  the  voice. 
In  written  spelling  the  impression  is  received  through  the  eye  ;  the  ex- 
pression is  by  means  of  the  hand.  Because  written  spelling  occupies 
a  much  larger  place  in  life  through  the  need  of  communicating  ideas 
by  means  of  writing,  it  should  receive  more  attention  in  language 
teaching  than  oral  spelling.  The  training  of  the  eye  and  the  hand 
is,  therefore,  more  important  in  learning  to  spell  than  the  training  of 
the  ear  and  the  voice,  although  oral  spelling  sometimes  helps  by 
bringing  in  the  auditory  and  the  vocal  memory  to  assist  the  visual 
and  the  manual.  In  the  beginning  children  should  learn  to  spell  by 
writing,  not  as  a  drill  in  penmanship,  but  for  the  purpose  of  calling 
attention  to  the  form  of  the  word. 


Elements.     Spelling  is  a  complex  and  difficult  art  and  requires 

(a)  training  in  elementary  sounds  and  their  symbols,  or  phonic  drill ; 

(b)  training  of  eye  and   hand  in  forming  the  letters  of  a  word,  or 
written  spelling;   (c)  training  of  ear  and  voice  in  naming  the  letters 
of  a  word,  or  oral  spelling.      Sound,  form,  and  name  of  letters  must 
be  inseparably  associated,  so  that  they  will  become  necessary  ele- 
ments in  the  vital  combination  of  symbol  and  meaning  in  the  word. 

Method.  In  the  method  pursued  the  teacher  writes  Sing.,  for 
instance,  upon  the  blackboard,  with  capital  letter  and  period  to  indi- 
cate that  it  is  the  expression  of  a  complete  thought.  The  teacher 
then  erases  the  word  and  requests  the  children  to  write  it.  Review 
this  word  at  the  next  lesson  and  add  a  new  one.  Next  the  teacher 
writes  /  can  sing.  Can  you  sing?,  and  similar  sentences,  upon  the 
blackboard,  and  proceeds  in  the  same  manner.  As  the  work  pro- 
gresses the  children  should  image  a  new  sentence  at  each  lesson,  and 

18 


in  addition  should  be  able  to  write  from  dictation  several  review 
sentences.  In  the  early  lessons  the  children  should  write  at.  the 
blackboard,  or  use  unruled  paper  and  soft  lead  pencils  with  dull 
points.  A  clear  image  of  the  symbol  will  aid  the  child  in  writing  it. 
This  makes  it  essential  that  the  teacher  write  a  legible  hand. 

Word  Drill.  Drill  upon  the  words  learned  is  necessary  to 
mechanize  ear,  voice,  eye,  and  hand  in  the  reading  process  so  that 
the  child  may  be  left  free  to  attend  to  the  subject-matter.  Have 
the  children  pronounce,  write,  and  spell  the  unfamiliar  words 
found  in  the  reading  lesson.  Insist  upon  exact  pronunciation  and  a 
natural,  pleasing  modulation  of  the  voice.  Later  the  children  should 
use  these  same  words  in  spoken  and  written  sentences.  After  chil- 
dren have  learned  the  names  of  the  letters,  both  oral  and  written 
spelling  should  be  used,  since  they  are  correlative  processes.  Oral 
spelling  often  deepens  the  impression  and  makes  the  image  more 
permanent. 

THE  ALPHABET. 

The  alphabet  should  be  taught  in  serial  order,  because  of  its  use 
in  reading  card  catalogs,  dictionaries,  etc.  The  alphabet  characters 
have  been  learned  in  the  phonic  drill  by  associating  the  sounds  with 
the  letters  as  the  children  require  them  to  master  words,  but  not 
consecutively.  The  A  B  C's,  however,  in  their  old-fashioned 
significance,  should  be  a  part  of  the  child's  knowledge  when  he 
enters  the  second  grade. 

SUMMARY. 

In  the  process  of  learning  to  read,  certain  elements  are  brought 
together  and  associated  in  vital  organic  unity  in  accordance  with 
broad  general  principles.  These  the  teacher  must  keep  constantly 

19 


in  mind  if  she  is  to  succeed.  Reading,  like  all  language,  is  a  com- 
bination of  thought  and  symbol.  The  thought  gives  the  meaning 
and  is  the  reason  for  reading,  while  the  symbol  is  only  the  tool  and 
instrument  of  the  thought.  Care  must  be  taken  to  see  (a)  that  the 
child  forms  clear  images  of  what  he  is  reading ;  and  (b)  that  he  obeys 
the  fundamental  law  of  mind  of  proceeding  from  wholes  to  parts. 
By  holding  these  principles  in  full  view  and  giving  the  thought 
element  the  leading  place,  the  symbol  and  phonic  elements  will  fall 
into  their  proper  place  in  accomplishing  the  purpose  of  elementary 
reading,  namely,  the  association  of  the  symbol  and  its  meaning  in 
a  vital  unity. 


20 


PART  II. 

FIRST  HALF  YEAR: 
FIRST  STEP, 

Two  lines  of  work  are  to  be  developed  at  separate  periods  each  day. 

1.  Ear  Training  Exercises. 

2.  Preliminary  Blackboard  Lessons. 


EAR  TRAINING  EXERCISES. 


Directions,  i.  The  purpose  of  ear  training  is  to  familiarize  the 
child  with  the  elementary  sounds  in  the  language,  so  that  he  may 
have  accurate  sound  images  before  associating  them  with  the  corre- 
sponding symbols. 

2.  Give  the  sounds  of  the  letters,  not  the  names.     Teach  the 
letter-names  later  in  the  Phonic  Lessons.     Give  the  sounds  softly  but 
distinctly.    A  loud,  harsh  voice  makes  purity  of  sound  impossible. 

3.  Cultivate  the  attentive  ear  in  children.     Teach  them  to  hear, 
and  then  to  image,  the  song  of  the  birds,  the  patter  of  the  rain,  the 
sound  of  the  wind,  the  hum  of  the  bee,  the  puff  of  the  locomotive 
and  other  familiar  sounds. 

4.  The    rhymes    and    poems    are    suggestive,    not    final.     The 
teacher  may  choose  others  if  they  better  meet  her  need.     Those  se- 
lected from   song   literature  have  a  tone  quality  that  will  interest 
children   and  prove  helpful   in  training  the  ear.      Read  the  poems 
aloud   in   a  well  modulated  voice,  with  clear  articulation,  that  the 
children  may  become  sensitive  to  the  beauty  of  the  human  voice. 

5.  Ear  training  should  precede  the  formal  study  of  phonics  for 
a  few  weeks.     The  exact  time  required  cannot  be  arbitrarily  named, 
because  it  depends  not  only  upon  the  ability  of  the  class  but  also 
upon  the  teaching  power  of  the  one  in  charge.      Fnun  six  to  eight 
\\vks,  with  daily  periods  ten  or  fifteen  minutes  in  length,  will  accom- 
plish good  results. 

23 


Consonant  sounds  are  taught  by  phonic  analysis  of  words,  and 
not  by  any  artificial  device.  Ear  training  exercises  are  helpful  as 
a  preparation  for  this  work.  Let  the  first  sounding  be  done  by  the 
teacher  and  have  the  children  perform  the  actions  as  she  slightly 
separates  the  sound  elements.  In  this  way  the  ear  soon  becomes 
accustomed  to  the  formation  of  words  from  their  phonic  elements. 
Ex.: 

John  may  r— un. 

Mary  may  j-ump. 

You  may  h  — op,  Frank. 


Mary  may  bring  me  a  b— ook. 
John  may  put  the  b-ook  on  the  t-able. 
William,  please  bring  the  fl-ag. 
Frank  may  wave  the  fl-ag. 

Caution.  There  should  be  no  abruptness  about  such  an  exercise. 
The  slight  separation  and  the  gentle  prolonging  are  sufficient  to 
keep  the  children  listening  and  interested.  Avoid  giving  to  sepa- 
rate consonants,  sounds  which  they  do  not  possess. 

II. 

Slow  Pronunciation  of  Names.  Children  are  interested  in  their 
own  names ;  if  they  pronounce  these  slowly  they  will  begin  to  dis- 
tinguish sounds.  The  teacher  first  pronounces  her  own  name  as  the 
children  watch,  making  prominent  the  initial  sound.  She  then  calls 
upon  different  children  to  pronounce  their  names.  Ex.:  A  child 
named  Mary  says:  "  My  name  is  M-ary,"  emphasizing  the  sound 
"  M."  Another  says,  "  My  name  is  R-obert,"  emphasizing  the  sound 
"R,"  etc. 

24 


III. 


Singing  Games.  The  old-fashioned  singing  games,  such  as  "  Here 
We  Go  Round  the  Mulberry  Bush,"  "  London  Bridge,"  "  Looby 
Loo,"  etc.,  will  delight  the  children  and  are  excellent  exercises  for 
ear  training.  (See  Folk  Songs  and  Games  by  Marie  Ruef  Hofer.) 


IV. 

Phonic  Game.  What  is  it  ?  A  child  acts  as  leader  and  stands  in 
the  front  of  the  room.  The  children  in  their  seats  question  him  until 
the  supply  of  rhymes  is  exhausted.  Ex.  : 

Leader :    I  'm  thinking  of  something  that  rhymes  with  top. 
Child:       Is  it  chop? 
Leader:    It  is  not  chop. 
Child:       Is  it  hop? 
Leader:    It  is  hop. 

Object.  Grouping  of  words  with  like  phonograms  and  final  con- 
sonants. 

V. 

Phonic  Game.  Guess.  Ask  a  child  to  leave  the  room.  Children 
in  their  seats  choose  a  word.  When  the  child  returns  he  either  acts 
out  the  word  he  has  in  mind  or  describes  it.  Ex.  : 

Action. 

We  are  thinking  of  something  that  rhymes  with  bat. 
Is  it  this?  (Child  guessing  puts  on  a  hat.) 
No.  It  is  not  hat. 

Is  it  this?     (Child  guessing  pats  his  head.) 
No.    It  is  not  pat. 

25 


Is  it  this?     (Child  guessing  says  Meow.) 
Yes.    It  is  cat. 

Is  it  a  pretty  color? 

It  is  not  red. 

Is  it  something  we  sleep  in? 

It  is  not  bed. 

Is  it  a  boy's  name? 

Yes.     It  is  Ned. 


VI. 

Phonic  Game.  Hide  and  Seek.  Teacher  gives  the  first  rhyme. 
She  then  calls  upon  a  child  to  give  a  rhyme  using  the  same  initial 
letter.  This  child  then  calls  upon  another  child.  Continue  in  this 
way  until  the  rhymes  are  exhausted.  Ex.  : 

I  am  in  run. 

I  am  not  in  Sun. 

I  am  in  rug. 
I  am  not  in  bug. 

I  am  in  rose. 

I  am  not  in  nose. 

Object  —  Grouping  of  words  with  like  initial  consonants. 
Caution  —  Be  careful  to  articulate  the  initial  and  final  consonants 
distinctly. 


26 


A  LIST  OF  RHYMES  AND  POEMS. 

The  teacher    may  read  the  following  rhymes  and  poems  to  the 
children  in  connection  with  the  Ear  Training  Exercises. 

THE  MELODIES  OF  MOTHER  GOOSE. 

Three  Little  Kittens.  Peter  Piper. 

Hey,  Diddle,  Diddle.  One,  Two,  Buckle  My  Shoe. 

Baa,  Baa,  Black  Sheep.  I  Saw  a  Ship  a-sailing. 

SONG  LITERATURE  FROM  THE  Modern  Music  Primer. 

The  Fireman Frederick  Manley. 

The  Journey's  End     ....  "  " 

The  Humming  Bird   ....  "  " 

The  Reason  Why       .... 
The  Woodpecker        ....  "  " 

SONG  LITERATURE  FROM  Small  Songs  for  Small  Singers. 

Mr.  Duck  and  Mr.  Turkey      .      .     W.  H.  Neidlinger. 
Tiddledy-winks  and  Tiddledy-wee          "  " 

Tick-Tock 


"The  Drum,"  by  Eugene  Field. 

Hook:  "Poems  of  Childhood." 
"Who  Stole  the  Bird's  Nest?"  by  Lydia  Maria  Child. 

Book:  "Child Life," (Selections)  John  G.Whittier(Ed.). 
"Robert  of  Lincoln,"  by  William  Cullen  Bryant. 

Hook :    \  \  'hit  tiers  « '  Child  Life. "  ' 
"The  Clucking  Hen,"  from  "Aunt  Effies  Rhymes." 

Book:    Whit  tier's  "  Child  Lifer 

27 


PRELIMINARY  BLACKBOARD  LESSONS. 

(Time,  about  eight  weeks.) 

Directions,  i.  This  Manual  contains  thirty  Preliminary  Black- 
board Lessons.  The  purpose  is  to  associate  thought  and  symbol. 
These  preliminary  lessons  anticipate  the  first  twenty-nine  pages  in 
the  Primer  but  do  not  exactly  reproduce  the  text.  By  means  of 
the  blackboard  work  the  pupil  accumulates  a  small  initial  vocabulary 
which  enables  him  to  read  the  lessons  in  the  Primer  with  no  fear  or 
uncertainty  of  the  text. 

2.  There  is  no  exact  limit  to  the  number  of  Preliminary  Black- 
board Lessons  that  should  be  taught.  Those  given  in  the  Manual 
indicate  the  order  of  development,  not  the  time.  American  chil- 
dren will  master  the  lessons  given  in  from  six  to  eight  weeks. 
Foreign  children  will  require  a  little  more  time,  since  they  must 
learn  to  associate  thought  with  both  the  spoken  and  the  written 
symbol.  When  children  read  lessons  written  on  the  blackboard 
with  ease,  put  the  Primer  in  their  hands. 


I. 

The  teacher  writes  the  action  sentence  Run.  on  the  blackboard  in 
a  clear,  distinct  hand.  The  initial  capital  and  the  period  at  the  end 
are  consistently  used,  so  that  from  the  beginning  the  children  are 
accustomed  to  them.  After  writing  the  word  the  teacher  ex- 
presses the  action  by  running.  If  her  dignity  will  not  permit  her 
to  do  this,  she  may  bring  in  a  child  from  the  second  or  third  grade 
and  ask  him  to  perform  whatever  action  is  indicated  by  the  word 
written  upon  the  board.  The  word  is  not  spoken  at  this  time ; 

28 


the  child  discovers  the  meaning  from  the  action.  The  whole 
purpose  of  the  teacher  is  to  associate  the  thought  expressed 
by  the  action  with  its  written  symbol.  Let  this  word  remain 
on  the  board ;  write  it  in  a  larger  hand  near  'the  place  where 
the  word  was  first  written.  Again  let  the  teacher  or  child  perform 
the  act.  Select  another  board ;  write  the  word  in  a  smaller  hand. 
Attain  express  the  thought  in  action.  The  class  will  watch  this 
with  deep  interest.  Some  member  of  the  class  will  soon  associate 
the  written  word  with  the  action,  and  will  stand  upon  the  first  round 
of  the  ladder  leading  to  the  interpretation  of  thought  from  written 
symbols. 

The  reason  for  writing  the  word  in  a  larger  and  a  smaller  hand, 
ami  especially  in  different  places  on  the  blackboard,  is  to  prevent 
local  association.  Then,  too,  the  change  of  place  will  intensify  the 
child's  interest  and  attention. 

Make  the  reading  lesson  short  and  repeat  it  at  intervals  during 
the  day.  If  fifteen  minutes  is  the  time  set  apart  for  reading,  divide 
this  into  three  five-minute  periods.  The  lesson  period  should  be 
lengthened  as  the  work  advances. 

II.  III.  IV. 

On  each  succeeding  day,  and  in  the  same  manner,  teach 

Hop. 

Jump. 

Sing. 

Teach  one  word  a  day  and  review  those  previously  taught. 
Write  the  words  on  the  blackboard  a  number  of  times  arranged 
irregularly,  and  have  frequent  short  drills  upon  them. 

These  four  verbs,  Run,  Hop,  Jump,  and  Sing,  have  been  found 
by  practical  experience  to  be  very  good  ones  for  the  beginning 

29 


lessons.  They  will  occur  again  and  again  in  the  later  stories  about 
animals  and  pets.  They  are  also  used  in  the  stories  about  the 
plays  and  games  which  children  delight  to  reproduce  in  the  reading 
lesson. 


V. 

REVIEW. 
Three  methods  of  presenting  a  reading  lesson  are  suggested 


1.  The  teacher  writes  an  action  word  on  the  blackboard. 

2.  The  teacher  asks  a  child  to  perform  the  action. 

3.  The  child  looks  at  the  blackboard  and  reads  the  word. 
(This  is  the  beginning  of  oral  reading.) 


1.  The  teacher   asks   a    child  to    perform    any   action    he 
chooses. 

2.  The  teacher  asks  another  child  to  tell  what  the  first  one 
did. 

3.  The  teacher  writes  the  action  word  on  the  blackboard. 


1.  One  child  tells  another  what  action  to  perform. 

2.  The  child  performs  the  action. 

3.  The  teacher  writes  the  word  on  the  blackboard. 

30 


Many  devices  will  suggest  themselves  to  the  progressive  teacher 
if  she  clearly  understands  that  the  purpose  of  the  lesson  is  to  asso- 
ciate the  thought  with  its  written  or  printed  symbol.  If  the  child, 
after  observing  a  word  written  on  the  blackboard,  expresses  the 
thought  in  action,  he  shows  that  he  has  read  it 


VI. 

and. 

The  teacher  writes  sentences  like  the  following  on  the  black- 
board : 

Run  and  jump. 

Jump  and  run. 

Run  and  hop. 

Hop  and  run. 

Run  and  jump  and  hop. 

Jump  and  hop  and  run. 

Endless  combinations  may  be  made  with  these  words,  giving  con- 
stant change  of  thought  while  repeating  the  words.  It  is  quite 
possible  in  this  way  to  have  word  repetition  with  variety  of  thought. 

Each  time  a  sentence  is  written  on  the  blackboard  the  process  is 
as  follows: 

First :        Observe  the  words.     (Silent  reading.) 

Second :    Express  the  thought  in  action. 

Third :       Pronounce  the  words.      (Oral  reading.) 

Some  children  grasp  the  sentence  form  as  unconsciously  as  they 
do  the  word  form.  If  they  fail  to  do  so,  teach  the  use  of  the 
capital  letter. 


Vary   the   lesson  by  introducing  the    names  of   children  in  the 
class,  thus: 

Run  and  jump,  Mary. 
John,  hop  and  jump. 


VII. 

I  can. 

The  phrase  I  can  is  next  introduced.  Write  upon  the  blackboard 
the  sentence  I  can  run.  Read  it  to  the  children.  Have  a  child  per- 
form the  action  and  then  read  the  sentence  aloud.  Proceed  in  this 
way  with  other  action  sentences.  Group  the  sentences  in  various 
ways  and  have  frequent  reviews. 

I  can  sing. 

I  can  hop. 

I  can  run  and  jump. 

I  can  jump  and  hop. 

I  can  hop,  and  run,  and  jump. 

The  reading  process  consists  of  three  steps : 

First :        Silent  reading. 

Second :   The  thought  expressed  in  action. 

Third :       Oral  reading. 

After  teaching  the  sentence  as  a  whole,  it  should  be  analyzed  into 
words.  For  instance,  ask  a  child  to  pass  to  the  blackboard  and 
point  to  I  can  as  many  times  as  he  finds  it  written.  Point  to  run, 
etc.  This  may  be  varied  by  asking  a  child  to  underscore  or  erase 
the  words  that  are  alike. 

32 


VIII. 

Rover. 

Household  pets,  anything  and  everything  that  is  familiar  to  a  child 
and  in  which  he  is  interested,  will  serve  as  material  for  reading  les- 
sons. Rover  is  a  universal  name  for  a  dog  and  hence  is  arbitrarily 
used  for  illustrative  purposes  in  these  lessons.  If  Dash  happens  to 
be  a  better  name  known  to  the  child,  use  that.  Sentences  like  the 
following  will  suggest  themselves : 

Rover  can  run. 

Rover  can  jump. 

Rover  can  run  and  jump. 

I  can  hop. 

Rover  and  I  can  run. 


IX. 

Kitty. 


I  Kittens  are  a  never  failing  source  of  interest  to  children.  At  a 
uggestion  from  the  teacher  the  children  themselves  will  give  sen- 
ences  like  the  following: 


Kitty  can  jump. 

Kitty  can  run. 

Kitty  and  I  can  run. 

Kitty  and  I  can  jump. 

Kitty  and  Rover  can  run  and  jump. 

The  teacher  writes  these  sentences  upon  the  blackboard  as  they 
are  given  to  her  by  the  different  children.    She  then  calls  upon  other 

33 


children  to  read  them.  A  child  may  pretend  that  she  is  Kitty  and 
dramatize  the  action.  This  dramatic  instinct  is  universal  in  children 
and  should  be  recognized  throughout  the  school  life. 


X. 

You. 

The  question  form  is  easily  learned  and  should  be  introduced  in 
the  early  lessons.     Combine  familiar  words  in  new  relations : 

Can  you  run? 

Can  you  sing? 

You  can  jump. 

Can  Kitty  hop? 

Can  you  hop  and  sing? 


XI.       XII.       XIII.       XIV.       XV.       XVI.       XVII. 

Write  upon  the  blackboard  in  a  vertical  row  several  I  see  senten- 
ces. Have  the  children  read  them.  Erase  I  see  in  each  sentence, 
leaving  Rover,  Kitty,  you.  Again,  place  several  /  see  sentences  upon 
the  blackboard.  Erase  Rover,  Kitty,  you,  leaving  /  see,  I  see,  I  see. 
Erase  7,  leaving  the  single  word  see. 

Continue  in  this  way  with  the  phrases  I  can  see,  I  have,  I  like,  I  love. 

Children  are  interested  in  home  life,  therefore  introduce  the  words 
father ',  mother,  brother,  sister,  baby  in  the  early  lessons. 

Teach  the  articles  a,  an,  the  in  connection  with  their  nouns  in 
order  to  secure  natural  expression. 

Review  these  words  in  new  sentences  which  combine  familiar 
words  in  new  relations.  Ex.: 

34 


XL 


XII. 


I  see. 


I  see  Rover. 
I  see  Kitty. 
I  see  you. 


I  can  see. 

I  can  see  Rover  jump. 

I  can  see  Kitty  run. 

I  can  see  you  run  and  jump. 


XIII. 

The  bird. 

Can  you  see  the  bird  ? 
The  bird  can  hop. 
The  bird  can  sing. 
The  bird  can  jump. 
Can  the  bird  jump? 


XIV. 

/  have;  a  dog. 

I  have  a  bird. 
I  have  a  dog. 
I  have  a  kitty. 
Have  you  a  bird  ? 
Have  you  a  kitty  ? 
Have  you  a  dog? 


XV. 

/  like;  to. 

I  like  Rover. 

I  like   Kitty. 

I  like  to  sing. 

I  like  to  run. 

I  like  to  see  the  bird  hop. 

I  like  to  see  a  dog  jump. 

I  like  to  see  Rover  run. 


XVI.        XVII. 

I  love;  mother ;  father ;  baby 

I  love  Mother. 

I  love  Father. 

I  love  you. 

Mother  loves  Baby. 

Baby  loves  Kitty. 

I  love  Mother  and  Father. 


XVIII. 


Children    are   interested   in   th^ir    own    names,   hence   they    will 
quickly  learn  to  associate  the  spoken  name  with  its  written  symbol. 

35 


Write   upon   the   blackboard   the  sentence,  Catch   the  ball,—    . 

(Teacher,  supply  the  name  of  a  child  in  the  room.)     Erase  the  name 
and  replace  it  with  a  different  one.      Continue  in  this  way  with  other 

names.     Ex.  : 

Catch  the  ball,  John. 

,  catch  the  ball. 

Roll  the  ball,-       -. 

Mary,  roll  the  ball  to . 

,  run  to- 

,  hop  to 


XIX. 

From  this  time  on  it  will  add  to  the  interest  if  the  sentences  are 
so  connected  that  they  tell  a  story.  The  following  method  has 
been  found  helpful : 

Suppose  a  bird  has  been  observed.  The  children  have  some- 
thing to  say  and  this  serves  as  material  for  a  reading  lesson.  First 
one  child  and  then  another  expresses  his  thought  about  the  bird. 
The  teacher  writes  the  easiest  of  these  sentences  upon  the  black- 
board, the  result  being  somewhat  as  follows : 

I  see  a  bird. 

It  is  a  blue  bird. 

The  blue  bird  can  sing. 

The  blue  bird  can  hop. 

The  teacher  asks  the  children  to  read  silently  the  entire  story. 
As  soon  as  each  child  is  ready  he  may  rise  and  turn  his  back  to 
the  blackboard.  He  then  gives  the  thought  in  his  own  language. 

Ex.: 

I  see  a  blue  bird. 

The  blue  bird  can  sing  and  hop. 

36 


Call  upon  different  children  to  express  the  thought,  and  accept 
any  condensation  of  language  which  shows  this  power.  The  pur- 
pose in  asking  the  child  to  interpret  the  whole  story  in  his  own 
language  is  to  show  that  he  has  the  thought. 

The  children  are  now  ready  to  analyze  the  story  into  sentences. 
A  good  device  is  to  cover  the  story  with  a  curtain  provided  for  the 
purpose.  Raise  the  curtain  and  ask  the  children  to  observe,  let 
us  say,  the  third  sentence.  Cover  this  and  ask  a  child  to  give  the 
exact  language.  Ex.  : 

The  blue  bird  can  sing. 

If  he  cannot  do  so,  raise  the  curtain  again  and  let  him  observe. 
Continue  in  this  way  with  the  other  sentences,  showing  them  to  the 
children  in  an  irregular  order.  The  purpose  of  this  is  to  show  that 
the  children  not  only  have  the  thought  as  a  whole,  but  that  they 
know  the  words  in  each  sentence. 

By  this  method  children  are  trained  to  read  groups  of  words  at  a 
glance.  They  observe  the  sentence  as  a  whole,  image  it  as  a  whole, 
and  read  it  as  a  whole.  Comprehension  of  the  thought  leads  to 
freedom  of  expression.  In  consequence,  pupils  will  not  be  heard 
pronouncing  disconnected  words  in  unnatural,  artificial  tones. 

The  development  of  the  lesson  is  as  follows: 

First :        Children  observe  and  express. 

Second :  The  teacher  writes  this  expression  on  the  black- 
board. When  a  story  of  three  or  four  sentences  is  complete 
the  order  of  interpretation  is  as  follows : 

First:  Children  observe  and  image.  (Silent  reading.) 
Second :  Each  child  in  turn  expresses  the  whole  thought. 
Third :  The  children  read  each  sentence.  (Oral  reading.) 

37 


Color  appeals  to  all  children.  Frequent  use  of  it  should  be  made 
in  describing  birds,  flowers,  and  animals  in  the  first  reading  lessons. 
The  following  are  suggestive  lessons  containing  such  words  as  big, 
little,  pretty,  and  adjectives  of  color. 

pretty;  my ;  white. 

I  have  a  pretty  kitty. 
My  kitty  is  white. 
Kitty  can  run  and  jump. 
I  like  my  pretty  white  kitty. 

big;  little;  black. 

Rover  is  a  big,  black  dog. 
I  love  a  little,  white  kitty. 
Rover  likes  my  little  kitty. 
Rover  and  Kitty  run  and  jump. 

Vary  the  work  at  this  point  by  teaching  the  word  are  and  putting 
some  of  the  stories  in  the  second  person.  Children  will  enjoy  read- 
ing or  talking  to  an  imaginary  Rover  or  Kitty.  Ex.: 

I  see  you,  Rover. 
You  are  my  big,  black  dog. 
You  can  run  and  jump. 
I  like  you,  Rover. 


XX. 

SUMMARY. 

Run.  I  can  Rover  big  and 

Jump.  I  see  Kitty  little  to 

Hop.  I  have  bird  pretty  my 

Sing.  I  like  a  dog  blue  the 

I  love  mother  white 

catch  father  black 

are  ball 

With  this  limited  vocabulary  the  teacher  is  able  to  formulate  many 
sentences. 

XXI. 

Write  upon  the  blackboard  descriptions  given  by  the  children  of 
grandma,  father,  mother,  baby,  or  other  members  of  the  family. 
This  will  train  them  to  observe  closely  and  to  image  clearly.  (Pro- 
ceed as  in  Lesson  XIX.) 

I  have  a  baby  brother. 

He  has  brown  eyes. 

He  can  laugh. 

He  can  walk. 

His  name  is  Robert. 

If  necessary,  let  several  development  lessons  precede  the  story  in 
order  to  emphasize  certain  aspects  of  thought  or  particular  words. 

I. 

My  name  is  Helen. 

My  name  is  Mary. 

My  name  is  John.     Etc. 

39 


2. 


Baby  brother  can  laugh. 

Baby  brother  can  cry. 

Baby  brother  can  walk. 

Baby  brother  can  pat-a-cake.      Etc. 


XXII. 


Let  each  child  describe  his  own  home.     Write  one  of  these  de- 
scriptions on  the  blackboard,  somewhat  as  follows : 

We  live  in  a  house, 
It  is  a  white  house. 
It  is  made  of  wood. 
It  has  a  yard. 


XXIII. 


In  the  language  lesson  show  pictures  of  the  home  life  of  children 
of  other  lands.  Have  the  children  observe,  image,  and  describe 
these  pictures.  Later,  write  a  description  of  one  of  the  pictures  on 
the  blackboard  as  a  reading  lesson. 


I. 


This  is  a  little  Indian  boy. 
He  lives  in  a  wigwam. 
It  is  made  of  skins. 
It  is  by  the  blue  sea-water. 
40 


2. 

This  is  a  little  Eskimo  girl. 

She  lives  in  the  North. 

It  is  very  cold. 

Her  house  is  made  of  snow  and  ice. 

Whenever  it  is  necessary,  precede    the  story  with  one  or   more 
development  lessons. 


XXIV. 

Select  a  little  girl  with  bright  dress  and  attractive  coloring  to 
stand  before  the  class.  Ask  the  children  to  observe,  and  then  to 
close  their  eyes  and  image  the  child.  Tell  the  little  girl  to  step  into 
the  dressing  room  or  behind  a  screen  and  have  the  children  describe 
her.  Express  from  the  image,  not  from  the  object.  The  teacher 
writes  the  description  on  the  blackboard,  somewhat  as  follows: 


I. 

Mary  is  a  little  girl. 
She  has  blue  eyes. 
She  has  brown  hair. 
She  has  a  blue  dress. 

2. 

Omit  the  observation  and  write  upon  the  blackboard  a  description 
of  a  boy  or  a  girl  in  the  room.  Supply  a  name  and  have  one  of 
the  children  locate  the  boy  or  girl.  Ex.: 

41 


I  see  a  boy. 
He  has  black  eyes. 
He  has  black  hair. 
He  has  a  red  tie. 
Name  the  boy, 


XXV. 


Nature  lessons,  handicraft  lessons,  playthings,  games,  and  every- 
thing which  appeals  to  the  interest  of  the  children  may  be  used  as 
material  for  the  reading  lessons.  Ex.: 

This  is  John's  kite. 
It  is  a  big  kite. 
It  is  a  red  kite. 
John  made  the  kite. 
He  can  fly  his  kite. 


XXVI. 

Let  the  girls  having  something  brown  about   them   impersonate 
brown  birds.     Ex.:     Brown  eyes ;   brown  ribbons;   brown  dresses.  \ 
Have    them    read    the    sentences    silently   and    then   perform    the 
action.      By  a  gentle  movement  of  the  arms   the  birds  are  repre- 
sented as  flying. 

Play  you  are  brown  birds,  girls. 
Fly,  pretty  brown  birds. 
Sing,  pretty  brown  birds. 

Let  the  boys  having  something  black  about   them  impersonate 
blackbirds.     Ex. :   Black  shoes  ;   black  clothing ;   black  eyes. 

42 


Play  you  are  blackbirds,  boys. 
Hop,  little  blackbirds. 
Fly,  little  blackbirds. 

Adapt  the  following  lesson  to  suit  the  conditions  by  changing 
either  the  name  or  the  color.  Ex.:  If  there  is  a  little  girl  in  the  room 
with  a  red  ribbon  whose  name  is  not  Mary,  substitute  the  real 
name. 

Play  you  are  a  redbird,  Mary. 

You  have  a  red  ribbon. 

You  may  sing,  pretty  redbird. 


XXVII. 

Experience  proves  that  a  rapid  and  easy  way  for  children  to  learn 
to  read  is  by  means  of  nursery  rhymes  and  simple  poems.  The 
method  of  presenting  a  rhyme  is  as  follows : 

Have  the  children  learn  the  rhyme  by  ear  and  repeat  it  aloud. 
Write  the  rhyme  Two  Little  Blackbirds,  on  the  board.  (See  Primer, 
page  23.  In  order  that  recognition  may  take  place  when  the  same 
rhymes  are  seen  in  print,  carefully  copy  the  arrangement  of  the  text 
as  found  in  the  Primer.)  Draw  a  pointer  slowly  under  each  line  as 
the  children  repeat  the  rhyme.  Do  this  several  times  until  they  be- 
gin to  associate  the  spoken  symbol  with  the  written  symbol.  Chil- 
dren will  soon  recognize  the  elements  most  prominent. 

After  teaching   the    rhyme   as  a   whole,  analyze    it    into    parts. 

Write  lines,  phrases,  and  words  in  different  places  on  the  blackboard. 

1  lave  the  children  observe,  image,  and  find  these  in  the  rhyme.     Ex.: 

'  little  black-birch ;  upon  a  hill;  otic  was  named ;  fly  away ;  come 

•in. 

Ask  a  child  to  find  all  the  words  that  are  alike.  Ex.:  Jack ;  Jill ; 
named ;  fly ;  come ;  again;  etc.  Ask  another  child  to  find  and  name 

43 


all  the  words  he  knows.  Let  volunteers  find  lines,  phrases,  and 
words  called  for  by  other  children  who  see  them.  In  some  such 
way  as  this  every  symbol  can  be  brought  to  the  child's  consciousness. 
When  the  children  are  familiar  with  the  words  comprising  the 
rhyme  they  are  ready  to  read  sentences  and  stones  using  these  same 
words  in  new  relations.  Keep  the  rhyme  on  the  blackboard  for 
reference.  When  in  doubt  about  a  word  let  the  child  find  it  him- 
self by  repeating  the  rhyme  until  he  reads  that  word. 

A  summary  of  the  steps  involved : 

1.  Memorize  the  rhyme  in  order  to  acquire  the  thought. 

2.  Associate  this  thought  with  the  written  symbols. 

3.  Separate  the  rhyme  into  sentences,  phrases,  and  words. 

4.  Combine  these  parts  in  new  wholes ;  that  is,  in  new  sen- 
tences and  stories. 

One  essential  principle  in  learning  to  read  is  that  the  thought  shall 
be  familiar  and  interesting.  The  purpose  of  the  elementary  reading 
lesson  is  to  associate  old  thought  with  a  new  symbol. 

This  same  rhyme  may  be  modified  and  used  as  a  game.  Select 
two  children  with  blue  ribbons,  dresses,  suits,  or  neckties,  to  imper- 
sonate bluebirds.  Substitute  their  names  and  write  the  rhyme  on 
the  board  as  follows: 

Two  little  bluebirds 
Sat  upon  a  hill, 
One  was  named  Helen, 
The  other  named  Mary. 


Fly  away,  Helen, 
Fly  away,  Mary. 
Come  again,  Helen. 
Come  again,  Mary. 


44 


Have  the  two  bluebirds  read  the  words  from  the  blackboard,  run 
to  a  corner  of  the  room,  and  stoop  down  to  dramatize  the  words 
"sat  upon  a  hill."  At  the  words  "fly  away"  the  little  birds  run 
around  the  room  with  outstretched  arms  to  imitate  the  flying  motion. 
At  the  words  "come  again"  they  should  return  to  their  original 
position.  This  exercise  gives  repetition  of  words  with  variety  of 
thought. 

XXVIII. 

Rock-a-by,  baby, 

In  the  tree-top. 
When  the  wind  blows 

The  cradle  will  rock. 
When  the  bough  breaks 

The  cradle  will  fall, 
Down  will  come  baby, 

Cradle  and  all. 

Memorize  the  rhyme.  Children  like  to  express  thought  in 
action,  therefore  when  memorizing  the  rhyme  let  them  hold 
imaginary  babies  in  their  arms  and  gently  rock  them  to  the  rhythm 
of  the  words. 

Write  the  rhyme  on  the  blackboard.  Write  the  lines,  phrases, 
and  words  elsewhere  on  the  blackboard.  Let  the  children  observe 
these  and  find  them  in  the  rhyme.  Rock-a-by ;  In  the  tree-top  ; 

\Vtun  the  wind  bloivs;  When  the  bough  breaks;  etc. 

Kind  the  words  that  are  alike,  baby;  cradle;  when;  the;  will;  etc. 


Action  Sentences  Based  on  the  Rhyme. 

Write  upon  the  blackboard  the  sentence,  Bring  me  the  doll.    Have 
the  children  read  it  silently.     Ask  a  child  to  perform  the  action, 

45 


and  then  read  the  sentence  aloud.     Continue  in  this  way  with  other 
action  sentences. 

Play  rock-a-by,  baby. 
Make  a  cradle. 
Rock  the  cradle. 
Sing  to  the  baby. 
Sing  rock-a-by,  baby. 


A  real  doll  and  cradle  may  be  used  and  the  following  sentences 
be  expressed  in  action  : 

Bring  me  the  doll. 
Bring  me  the  cradle. 
Put  the  doll  in  the  cradle. 
Rock  the  cradle. 
Sing  to  the  doll. 
Sing  rock-a-by,  baby. 


Teach  bring,  put,  make,  and  other  new  verbs  as  sight  words  and 
use  them  in  preliminary  development  lessons.     Ex.: 


Bring  me  the  ball. 
Bring  me  the  bell.     Etc. 


Put  the  ball  on  the  table. 
Put  the  bell  on  the  table.      Etc. 
46 


Kindergarten  Finger  Play  furnishes  excellent  action  upon  which 
to  base  the  use  of  the  word  make.     Ex.: 

Make  baby's  ball. 

Make  baby's  cradle. 

Make  baby's  hammer.     Etc. 


XXIX. 

See-Saw.  (Primer,  page  24.)  Children  like  to  recite  to  appro- 
priate action.  Rhythmic  movement  may  be  taught  with  the  "  See- 
Saw  "  rhyme  as  follows:  While  repeating  the  first  two  lines  sink 
to  a  squatting  position  and  rise  again  two  times.  While  repeating 
the  second  line  bend  alternately  to  the  right  and  left  three  times. 
Repeat  these  motions  with  the  third  and  fourth  lines. 


XXX. 

The  Transition  from  Script  to  Print.  It  is  impossible  to  give  a 
fixed  rule  stating  the  time  when  the  child  should  pass  from  the 
blackboard  script  to  the  book.  This  varies  with  the  age  and 
ability  of  the  pupils.  The  observant  teacher  knows  when  to  place 
printed  material  in  the  hands  of  the  child  by  the  readiness  and  ease 
with  which  he  reads  from  the  blackboard.  It  will  be  necessary  to 
write  the  first  lessons  in  the  Primer  on  the  blackboard  for  the  chil- 
dren to  observe  the  resemblance  between  that  which  is  written  upon 
the  board  and  that  which  is  printed  in  the  book.  Every  primary 
teacher  should  write  a  clear,  legible  hand. 

NOTE:—  "The    Old    \Voman  and  Her  Pig"    "The    House   that 
Jack  />/////,"  or  other  nursery  rhymes  involving  much  repetition  of 
language,   will    be    found    helpful    for    supplementary    blackboard 
>ns. 

47 


PART  III. 

FIRST  HALF  YEAR: 
SECOND  STEP. 

1.  Blackboard  Lessons  and  Primer. 

2.  Phonic  Lessons: 

(a)  The  Consonant  Sounds. 

(b)  Phonograms  derived  from  Words  used 

in  the  Primer. 

(c)  Word  Drill. 


BLACKBOARD  LESSONS  AND  PRIMER. 

(Time,  about  twelve  weeks.) 

Directions.  I.  There  are  seventeen  rhymes  and  simple  poems 
in  the  Primer.  The  vocabulary  is  based  on  the  words  found  in  these 
rhymes  and  poems.  Have  the  children  memorize  each  rhyme. 
Write  it  upon  the  blackboard  and  teach  the  elements  as  in  previous 
exercises.  (See  page  43,  Part  II,  Lesson  XXVII.) 

2.  Continue  the  blackboard  lessons  along  with  the  reading  of  the 
Primer.      If  necessary,  precede  a  lesson  in  the  book  with  one  or  more 
development    lessons  on  the   blackboard.       (See  page  39,  Part  II, 
Lesson  XXI.) 

3.  The  enjoyment  of  poetry  must  be  recognized  as  a  legitimate 
part  of  the  child's  development.     To  meet  this  need  a  Supplemen- 
tary List  of  Poems  is  given  to  be  read  in  connection  with  the  Primer 
lessons.     Wherever  possible  the  poems  have  been  chosen  from  books 
of  selected  poems,  because  these  are  usually  more  accessible. 

Reading  from  the  Primer.  Page  31,  Paragraph  i.  Ask  a  child 
to  read  the  words  spoken  by  Robin  Redbreast ;  ask  another  child  to 
read  the  words  spoken  by  Pussy  Cat ;  ask  a  third  child  to  read  the 
descriptive  portions  of  the  lesson. 

Paragraph  2.  Have  the  children  read  the  sentences  silently  and 
observe  the  picture  on  the  opposite  page.  Answer  the  directions 
aloud. 

Proceed  in  the  same  way  with  paragraph  2,  on  page  32. 

51 


Page  43.  While  reciting  the  second  part  of  each  stanza  have  the 
children  imitate  the  action  named.  This  may  also  be  played  as  a 
"Singing  Game."  (See  Songs,  Games  and  Rhymes  by  Eudora 
Lucas  Hailmann.) 

Page  45.  Paragraph  I  —  Read  the  questions  silently  and  answer 
them  aloud.  Proceed  in  the  same  way  with  similar  lessons  through- 
out the  Primer. 

Paragraph  2.  Observation  Game :  Place  a  nut  or  some  other 
object  in  a  box.  Let  the  children  observe  this  for  an  instant  only. 
Use  for  a  blackboard  lesson  as  follows : 


1.  Teacher,  write  question  upon  the  blackboard. 

2.  Children,  read  the  question  silently. 

3.  Children,  answer  the  question  aloud. 


The  following  is  a  suggestive  method  for  the  reading  lesson  on 
Page  45,  paragraph  2.  Ask  two  children  to  read  the  lesson  as  a 
dialogue.  Ex.  : 

First  Child  :       "  Is  it  a  red  ball  ?" 

Second  Child:    "  No.      It  is  not  a  red  ball."     Etc. 


Page  48.  Rhythmic  movement  may  accompany  this  lesson. 
Have  four  children  cross  right  hands  to  form  a  windmill.  Turn  in 
time  while  repeating  the  rhyme  Blow,  Wind!  Blow!  Another 
windmill  motion  may  be  taught  as  follows : 

Two  children  stand  back  to  back.  Extend  the  arms  and  move 
them  alternately  up  and  down  with  a  gentle  fanning  motion.  Have 
the  children  in  their  seats  recite  the  rhyme  Blow,  Wind!  Blow ! 

52 


Page  62.  Tap  rhythmically  with  the  finger  tips  upon  the  desk 
in  imitation  of  the  rain  while  reciting  the  poem,  Rain. 

Page  72.  Ask  several  children  to  pass  around  the  room.  Ask 
a  little  boy  to  lift  his  cap  as  he  passes  by  his  friends  and  to  greet  them 
by  saying,  "  How  do  you  do,  Mary  ?  "  Ask  a  little  girl  to  bow 

to  a  friend  as  she  passes  by  and  to  say,  "  How  do  you  do, ?" 

(See  game  "  Going  Walking  "  in  Popular  Folk  Games  and  Dances  by 
Marie  Ruef  Hofer.)  Use  the  words,  "Good  morning,"  if  this  form 
of  greeting  is  preferred.  Explain  to  the  children  that  the  name 
is  added  as  a  mark  of  courtesy. 

Page  80.  The  blackboard  lessons  may  be  extended  by  adding 
other  animals.  Ex.: 


1.  With  a  "  Moo!    Moo  !  "  here,  etc. 

2.  With  a  "Quack!    Quack!"  here,  etc. 

3.  With  a  "Bow-wow!  "  here,  etc. 


LIST  OF  POEMS. 

The  teacher  may  read  the  following  poems  to  the  children  in 
connection  with  the  reading  lessons  in  the  Primer  as  indicated  by 
the  pages. 

Page  1 1      "  Twenty  Froggies,"  by  George  Cooper. 

Book:    "Pinafore  Palace"    (Selections)    Wiggin  & 
Smith  (Eds.). 

"     26     "When  Little  Baby  Bye-bye  Goes/1  (Author  unknown.) 
Book;  "Pinafore  Palace" 

"      33     "The  Secret."  (Author  unknown.) 

Book  :   "  Songs  of  the  Tree- Top  and  Meadow"  (Se- 
lections) McMnrry  &  Cook  (Eds.). 

53 


Page  49     "  The  Wind,"  by  Robert  Louis  Stevenson. 
Book:  "A  Child's  Garden  of  Verses" 

"     57     "Alice's  Supper,"  by  Laura  E.  Richards. 
Book  :"  St.  Nicholas,  Vol.  V" 

"     59     "Twinkle,  Twinkle,  Little  Star."  (Author  unknown.) 
Book:  "  Songs  of  the  Tree- Top  and  Meadow." 

"     63     "Who  Likes  the  Rain?"  by  Clara  Doty  Bates. 
Book:  "Pinafore  Palace" 

"     65      "The  Elf  and  the  Dormouse,"  by  Oliver  Herford. 

Book:    "  The   Posy  Ring"   (Selections)    Wiggin    & 
Smith  (Eds.). 

"     66     "Thank  You,  Pretty  Cow,"  by  Jane  Taylor. 
Book:  "  The  Posy  Ring." 

"     71      "Little  Gustava,"  by  Celia  Thaxter. 
Book:  "Poems for  Children." 

"    103      "Little  Jack  Frost."  (Author  unknown.) 
Book:  "Pinafore  Palace." 

"   104     "The  Snow- Bird's  Song,"  by  F.  C.  Woodworth. 
Book:  "Pinafore  Palace." 

"   107      "Bye,  Baby,  Night  is  Come,"  by  Mary  Mapes  Dodge. 
Book:  "Rhymes  and  Jingles" 


54 


PHONIC  LESSONS. 

(Time,  about  twelve  weeks.) 

Directions,  i.  There  are  twenty-five  elementary  consonant 
sounds.  The  purpose  of  the  phonic  lessons  is  to  associate  these 
consonant  sounds  with  the  letters  representing  them,  and  to  become 
accustomed  to  the  use  of  phonograms  based  upon  words  in  the 
Primer.  Word  recognition  should  become  automatic.  See  page  1 12 
for  a  scientific  arrangement  of  the  consonant  sounds. 

2.  All  of  the  blackboard  work   should  be  written,  not   printed. 
The  child  reproduces  by  a  more  or   less   unconscious  imitation  the 
written  forms  which  he  sees  upon  the  blackboard. 

3.  The  lessons  indicate  the  order;    the  time  will  vary  with  the 
ability  of  the  children  and  must  be  determined  by  the  teacher. 


r  tin. 

Begin  with  the  word  run.  This  is  a  part  of  the  child's  vocabulary, 
having  been  learned  in  the  early  reading  lessons.  Appeal  is  made 
first  to  the  ear,  then  to  the  eye.  The  teacher  conducts  the  lesson 
as  follows : 

55 


The  Ear. 


1.  Pronounce  run  easily  and  naturally. 

2.  Give  the  sounds  separately,  thus:  r—un. 

3.  Again  pronounce  the  word.     Call  upon  the  children  col- 
lectively and  individually  to  do  the  same. 

The  Eye. 

1.  Write  the  word  run  on  the  blackboard. 

2.  Cover  the  un  and  have  the  r  sounded. 

3.  Cover  the  r  and  have  the  un  sounded. 

4.  Uncover  the  whole  word  and  ask  the  children  to  put  the 
two  sounds  together  to  make  the  word,  run. 

If  the  children  cannot  do  this  the  teacher  may  do  it  for  them, 
making  the  sound  r  prominent.  The  ability  to  blend  one  sound  with 
another  should  not  be  a  difficult  phase  of  the  work.  The  teacher's 
attitude  toward  blending  is  the  influence  which  makes  it  hard  or  easy 
for  the  child. 

To  associate  the  sound  r  with  its  written  symbol  the  following 
method  is  suggested : 

The  teacher  writes  r  upon  the  blackboard,  giving  the  sound,  not 
the  name.  She  then  calls  upon  the  children  collectively  and  indi- 
vidually to  give  the  sound. 

Teacher:  Close  your  eyes,  children.  Can  you  see  how  r  looks? 
(Give  the  sound,  not  the  name.)  Watch  me  make  it  again. 

Teacher  writes  r  slowly  several  times,  then  erases  the  work.  Chil- 
dren observe,  image,  and  then  write  r  upon  the  blackboard  or  upon 
paper.  If  a  mistake  is  made  have  the  child  erase,  again  observe  the 
teacher  as  she  makes  the  letter,  then  write  it  a  second  time. 

56 


II. 


Teach  the  word  fun  in  the  same  manner  that  run  was  taught  in 
Lesson  I.     Write  on  the  blackboard  : 

r  un 
f 


Cover  first  one  part  and  then  the  other,  sounding  each  element. 

Write  ft  r,  unt  on  the  blackboard  a  number  of  times,  arranged  ir- 
regularly. Review  daily,  adding  new  consonants  and  phonograms 
as  they  are  taught. 


III. 


s  mg. 

1.  Separate  both  the  spoken  and  the  written  word  sing  into  the 
phonic  elements : 

(a)  s  consonant  sound. 

(b)  ing  phonogram  or  sound  group. 

2.  Associate  each  sound  element  with  its  written  symbol. 

3.  Combine  the  consonants  r,  /,  s,  and  the  phonograms  un,  ing, 
to  form  new  words : 

r  un  s  ing  r  ing  s  un 

s  un  r  ing  r  un  s  ing 

57 


IV. 

Phonic  Drill.     Phonic  Drill  upon  words  from  the  Primer  will  each 
day  follow  two  lines : 

I.     A  list  of  words  to  be  separated  into  sounds  (Phonic  Analysis). 
II.     A  list  of  familiar  sounds  to  be  combined  in  new  relations  to 
form  words  (Phonic  Synthesis). 


Phonic  Drill  upon  phonograms  and  the  consonant  sounds  may  be 
given  in  two  ways  : 

1.  Combine  different  consonant  sounds  with  the  same  phonogram. 

2.  Combine    different    phonograms    with    the    same    consonant 
sound. 

For  convenience  the  first  is  called  a  Phonic  Series;  the  second  is 
called  a  Word  List. 


Phonic   Series.      Combine  ft  r,  s,  with   at  to   form   this    phonic 
series.      Review  the  un  series  of  words. 

Develop  the  blend  as  follows  : 

(a)  Write  at  on  the  blackboard  and  pronounce  it.      (The  children 
will  recognize  the  word,  having  seen  it  many  times  in  the  reading 
lessons.) 

(b)  Select  a  consonant,  r  for  example,  and  write  it  in  front  of  at. 

(c)  Combine  the  two  elements  into  a  whole  word  without  making 
more  of  a  separation  than  is  necessary  to  explain  the  blending  of  the 
sounds. 

Prefix  f  and  s  in  the  same  way. 


Write  the  at  and  the  un  series  on  the  blackboard. 

r  at  r  un 

f  at  f  un 

s  at  s  un 

Children  pronounce  the  words.  Cover  first  one  part  and  then  the 
other,  sounding  each  element.  Review  daily,  adding  new  sound  ele- 
ments as  they  are  taught.  As  soon  as  possible  refrain  from  assisting 
the  children  by  covering  the  parts. 

Word  List.  Write  upon  the  blackboard  in  a  vertical  row  the 
words  beginning  with  r,  from  the  Primer,  pages  5-26.  Ex.:  Rover, 
roll,  rock.  Have  the  children  pronounce  them.  Then  erase  over, 
oil,  ock,  leaving  only  r,  and  let  children  make  the  sound.  Continue 
with  words  beginning  with /and  s  in  the  same  way. 

Again,  write  several  words  on  the  blackboard  containing  the 
phonogram  at.  Erase/,  s,  r,  leaving  only  at. 

Continue  in  the  same  way  with  the  un  series  and  the  ing  series 

Word  List  No.  I. 

s  ing  r  at  f  un 

s  at  r  ing  f  at 

s  un  r  un 

Retain  this  list  on  the  blackboard  for  daily  drill,  rearranging  the 
order  from  time  to  time  and  adding  new  words  as  they  are  taught. 
The  lists  for  word  drill  are  not  final.  Let  use  be  the  guide  in  decid- 
ing the  number  of  words  to  be  taught.  The  analysis  of  these  words 
into  their  sound  elements  will  determine  the  number  of  phonograms 
to  be  taught.  Proper  drill  upon  both  the  phonic  series  and  the 
word  lists  leads  to  sight  recognition  of  words,  by  means  of  their 
sound  elements.  This  is  the  purpose  of  phonic  work. 

59 


Phonic  Cards.  All  drill  work  should  train  the  mind  to  observe 
accurately,  to  image  vividly,  and  to  express  quickly.  In  every  ex- 
ercise aim  to  secure,  first,  clear  images ;  second,  rapid  work.  It 
interferes  with  normal  growth  and  development  to  reverse  this  order. 
To  accomplish  these  ends,  prepare  a  set  of  phonic  cards  each  one 
representing  a  separate  sound  or  phonogram,  and  use  for  rapid  sight 
work  after  the  board  work  has  been  given.  Cut  cards  to  a  uniform 
size  of  eight  by  six  inches,  out  of  heavy  paper,  and  write  with  India 
ink  and  a  camel's  hair  brush.  Stand  in  front  of  the,  class  and  call 
upon  the  children  in  order.  If  the  child  cannot  give  the  sound  in- 
stantly, call  upon  another.  Children  will  work  rapidly  if  they  are 
trained  to  do  so.  Review  frequently  and  as  the  need  arises  prepare 
new  cards.  It  is  quite  possible  to  have  repetition  with  a  constant 
variety  of  new  material. 


V. 

h  op. 

1.  Write  hop  on   the  blackboard  and  teach   the  sound  elements 
h  and  op. 

2.  Associate  each  sound  with  its  symbol. 

3.  Identify  the  sound  h  in  the  sight  words  have,  has,  here,  hill. 
(Proceed  as  in  Lesson  IV.) 

4.  Add  hop  to  Word  List    No.    I,   and  review  daily,  for  a  few 
moments,  at  the  close  of  each  lesson. 


VI. 
f. 

I.   Separate  the  sight  words  Jack,   Jill,  jump,  into  their  sound 

elements. 

60 


(a)  If  any  of  the  children  in  the  class  have  names  beginning 
with  J  add  these  to  the  list,  as:   John,  Julia,  Jones. 

(b)  Use  capital  letters  for  proper   names,  small  letters   for 
common  ones.      Meet  each  need  by  teaching  that  for  which 
there  is  a  demand. 

2.  Associate  the  sound/  with  the  letter. 

3.  Combine  ill,  ack,  ump,  with   the  known  consonant  sounds  to 
form  the  phonic  series : 

///  ack  tunp 

r  ill  J  ack  j   ump 

f  ill  s  ack  h  ump 

s  ill  h  ack 

J  ill  r  ack 

h  ill 


VII. 

m. 

1.  Write  may  on  the  blackboard  and  teach  the  sound  elements 
;;/  and  ay. 

2.  Associate  each  sound  with  its  symbol. 

3.  Identify  m  in  the  sight  words  Mary,  my,  me,  mother. 

4.  Combine  ay  with  familiar  consonant  sounds  to  form  the  phonic 

series: 

h  ay 

s  ay 
j  ay 
r  ay 

5.  Combine  the  sound  m  with  the  phonograms  ill,  op,  at,  pre- 
viously taught.     Add  these  to  Word  List  No.  I  for  review. 

61 


VIII. 

p,  initial;    final. 

1.  Initial/ —  the  first  sound  heard  in  pussy,  play,  pretty. 

2.  Final/ —  the  last  sound  heard  in  hop,  up,  jump,  sleep. 

3.  Associate  the  sound  /  with  the  letter. 

4.  Combine  /  with  familiar  phonograms  to  form  the  words  pat, 
pack,  pill,  pop,  pump,  pay. 

5.  Add  these  words  to  Word  List  No.  I  and  drill  daily.      Culti- 
vate rapid  sight  recognition  of  the   sound  elements. 


IX. 

in,  am,  an,  and. 

It  is  assumed  that  the  children  know  these  phonograms,  having 
learned  them  as  sight  words  in  the  reading  lessons.  If  they  fail  to 
recognize  them,  use  in,  am,  an,  and,  in  sentences  and  teach  them 
again  as  sight  words. 

Blend  familiar  consonant  sounds  with  these  phonograms  to  form 
the  new  phonic  series. 


in 

am 

an 

and 

f  in 

S  am 

m  an 

h  and 

s  in 

h  am 

f    an 

s    and 

p  in 

j    am 

r    an 

and 

62 


X. 


SUMMARY. 

Consonants:     r,  ft  s,  h,  j,  m,  p. 
Phonograms:    at,  ack\  am,  an,  and,  ay, 
ing,  ill,  in, 

op, 

nn,  ump. 


Phonic  Series. 


at 

ack             am 

an 

and 

ay 

h  at 

p  ack               j  am 

m  an 

h  and 

j  ay 

m  at 

r  ack              h  am 

r  an 

s  and 

h  ay 

f  at 

J   ack              S  am 

f  an 

and 

s  ay 

s  at 

h  ack 

p  an 

P  ay 

r  at 

s  ack 

ing 

///                  /// 

op 

un 

timp 

r  ing 

m  ill                 f  in 

m  op 

s  un 

j   ump 

s  ing 

h  ill                 s  in 

h  op 

f  un 

h  ump 

f  ill                p  in 

P  °P 

r  un 

p  ump 

t  ill 

. 

s  ill 

Word 

List  No.  II. 

rack 

sand            ham            hand 

mop 

pop 

Jack 

ran 

say              hill              hop 

mill 

pan 

Jill 

ray 

Sam            hack           may 

pill 

pack 

jump 

fill 

sack            hat              man 

pat 

pin 

jay 

fin 

sin               hay             mat 

pay 

pump 

jam 

63 

NOTE.— 

(a)  As  soon  as  the  children  can  read  the  words  arranged  in 
a  series,  take  them  irregularly.     When  they  have  power  quickly 
to  perceive  and  blend  the  sound  elements,  refrain  from  cover- 
ing the  parts.     The  goal  is  instant  sight  recognition. 

(b)  Secure    individual   recitations.      Concert   work    has    its 
place,  but  the  object  is  individual  power. 

(c)  Note   the   words  over  which  the   children  hesitate    and 
make  these  the  basis  of  the  next  arrangement. 

(d)  Frequently  rearrange  the  phonic  list.     The  object  is  not 
to  memorize  the  words,  but  to  give  the  children  the  power  to 
read  them  by  their  sound  elements. 

(e)  Add  the  names  of  children  in  the  class  to  the  word  lists 
and  analyze  these  into  their  sound  elements. 


XL 

Final  s. 

Add  s  to  all  the  words  in  Word  Lists  Nos.  I  and  II,  where  its  use 
will  form  a  word. 

Write  the  simple  form  of  the  word  on  the  blackboard  and  have  it 
pronounced.  Write  it  again  with  the  s  added,  and  have  it  pro- 
nounced a  second  time.  Ex.: 

sing  sing  s 

ring  ring  s 

run  run  s 

tree  tree  s 

see  see  s 

It  will  be  found  helpful  to  have  a  card  seven  by  nine  inches,  with 
an  s  written  upon  it.  Hold  this  beside  the  words  in  the  phonic 


lists  and  have  both  the  simple  and  the  s  forms  pronounced.      Train 
the  children  to  observe  quickly  and  to  be  mentally  alert. 


XII. 

/,  initial;  final;  medial. 

1.  Initial  /  —  the  first  sound  heard  in  top,  tell. 

2.  Final  / —  the  last  sound  heard  in  it,  at. 

3.  Medial/ — in  Kitty,  pretty,  little. 

4.  Associate  the  sound  /  with  the  letter. 

5.  Identify  /  in  the  following  sight  words  from  the  Primer,  pages 
9-39:    to,  town>  tick- toe k,  tune,  nest,  not,  nut,  cat. 

6.  Combine  familiar  consonant  sounds  with  i/,  ott  to  form  the 
phonic  series : 

it  of 

s  it  h  ot 

h  it  p  ot 

p  it  t    ot 

7.  Review  the  at  series,  making  prominent  the  sound  /  final. 


XIII. 

k,  ck,  initial;  final. 

'  I .   A'  in  kitty,  kite,  keep,  shook,  look,  bake,  Kate. 
2.  ck  in  tick-tock,  cluck,  Jack,  black,  clock,  rock. 

65 


3-   Phonograms:    ick,  ock. 

4.  Phonic  Series : 

ick  ock 

p  ick  r  ock 

t  ick  t  ock 

s  ick  ;        d  ock 

D  ick  s  ock 
h  ick  ory 
d  ick  ory 

5.  Add  king,  kill,  also  words  in  the  phonic  series  to  Word  List 
No.  II,  and  review  daily. 


XIV. 

/,  initial;  final;  medial. 

1.  Initial  /  in  like,  look. 

2.  Final  /  in  ball,  hill. 

3.  Associate  the  sound  /  with  the  letter. 

4.  Identify  sound  /  in  the  following  sight  words  from  the  Primer: 
like,  little,  ball,  all,  fall,  doll,  hill,  Jill,  will,  mill,  roll,  yellow. 

5.  Include  the  names  of  children  in  the  room.     Ex.:  Lucy,  Nellie, 
Lilly,  Paul. 

6.  Phonogram:    all. 

7.  Phonic  Series: 

all 

f  all 
h  all 
t  all 

8.  Review  the  ill  series,  making  prominent  final  /. 

66 


XV. 


;/,  initial;    final;    medial. 

1.  Analyze  not  into  the  sound  elements  n,  ot. 

2.  Identify  the  sound  n  in  the  sight  words  no,  nut,  nest,  name, 
an,  can,  ran,  in,  on,  run,  hen. 

3.  Include  names  of  children    in  the   room:   Ned,  John,  Anna, 
Nan. 

4.  Analyze  hen  into  the  sound  elements  //,  en. 

5.  Phonogram :   en. 

6.  Phonic  Series: 


en 

m  en 
p  en 
h  en 
t  en 


7.   Review  the  an,  in,  un  series,  making  prominent  final  «. 


XVI. 


d,  initial ;    final. 

Identify    sound   d  in   the    sight    words  dog,  do,    doll,   down, 
,  red,  scud. 
2.   Separate  red  into  the  sound  elements  r,  ed. 

67 


3-   Add  d  to  the  phonogram  en  taught  in  Lesson  XV. 

4.  Phonograms :   ed,  end. 

5.  Phonic  Series: 

ed  end 

f  ed  s  end 

r  ed  m  end 

N  ed  1  end 

1  ed  t  end 

6.  Word  List:    Add  these  words  to  Word  List  No.  II.     Arrange 
irregularly  and  review  daily. 


XVIT. 

//;  fr;  tr;  ee. 

Blended  consonants  //,  fr,  tr.     (Blended  consonants  are  made  as 
nearly  as  possible  with  one  impulse  of  the  voice.) 

1.  Identify  the  sounds pl.fr,  tr,  ee  in  the  words: 

plant  tree  frog  see 

play  try  from  three 

2.  Combine  ee  with  final  /,  d,  m,  n,  to  form  phonograms. 

3.  Phonic  Series: 

eep  eed  eem;  een 

p  eep         s  eed         s  eem 
d  eep         f  eed         s  een 
k  eep         d  eed         k  een 

68 


XVIII. 


ing. 

Write  the  simple  form  of  the  word  upon  the  blackboard  and  have 
it  pronounced.  Write  it  again  with  the  syllable  ing  added,  and 
have  it  pronounced  a  second  time.  Ex.: 

sing  sing  ing  go  go  ing 

jump  jump  ing  catch  catch  ing 

ring  ring  ing  play  play  ing 

fly  fly  ing  rock  rock  ing 

see  see  ing  blow  blow  ing 

do  do  ing  sleep  sleep  ing 


XIX. 

Apostrophe  s    ('s) 

Teach  the  apostrophe  ('s)  by  adding  it  to  the  names  of  children  in 
the  room.  Place  upon  the  blackboard  a  group  of  sentences  which 
the  children  have  given  orally.  Ex.: 

This  is  Mary's  sister.  I  see  Jill's  pail. 

This  is  John's  ball.  I  see  Jack's  kite. 

This  is  Helen's  hat.  I  see  baby's  kitten. 

Let  the  children  read  the  sentences.  As  the  children  watch, 
erase  This  is,  I  see,  I  have,  etc.,  leaving  the  possessive  form.  Add 
these  words  to  Word  List  No.  II.  Rearrange  the  order  and  drill 
daily. 

69 


XX. 


SUMMARY. 

1.  Consonants:    r,  f,  s,  h,j,  m,  p,  /,  k,  ck,  I,  n,  d. 

2.  Blended  consonants :  //,  fr,  tr. 

3.  Final  s,  apostrophe  s,  ing  (syllable). 

4.  Phonograms :   at,  ack,  am,  an,  and,  ay,  all. 

en,  ed,  end,  ee,  eep,  eed,  eem,  een. 
ing,  ill,  in,  it,  ick. 
op,  ot,  ock. 
un,  ump. 

5.  Word  List  No.  III. 


tack 

rock 

lot 

popping 

Mary's 

not 

Fred's 

tan 

rocks 

lock 

plot 

fall 

Nat's 

tray 

tall 

rocking 

rings 

play 

falling 

Nan's 

track 

ten 

red 

ringing 

plays 

fed 

day 

tree 

tick 

Jill's 

Sam's 

playing 

feed 

deep 

trees 

tock 

land 

sings 

saying 

fit 

deed 

sit 

top 

lay 

singing 

mumps 

peep 

Dick's 

seeing 

keep 

lend 

pack 

mend 

peeping 

dock 

sick 

king 

Jack's 

pot 

men 

pumping 

dickory 

seed 

kitten 

John's 

free 

need 

nun 

frog 

seen 

XXI. 

b;   bl; 

br. 

1.  b  in  boy,  big,  bird,  baby,  ball,  by,  be,  back,  but,  baa,  bake,  bow 

2.  bl  in  blue,  black,  blows. 

70 


3.  br  in  breaks,  broiun,  breast,  bread,  broom,  umbrellas. 

4.  Phonogram :   ake. 

5.  Phonic  Series: 

ake 

m  ake 

r  ake 

1  ake 
b  ake 

6.  Combine   b,    br,    bl  with    familiar   phonograms    to    make   the 
word  list  bun,  bat,  band,  bin,  ball,  beet  bring,  blott  bump,  block. 


XXII. 


g; 

1.  g  in  go,  girl,  egg, pig,  gave,  get,  good. 

2.  gr  in  green,  grass,  grow,  grunt,  grandma,  grandpa,  grind. 
$.    Phonograms:    ig,  og. 

4.   Phonic  Series : 

ig  og 

f  ig  f  og 

j  ig  j  °g 

d   ig  1  og 

b  ig  d  og 

P  ig  fr  og 

b  og 

NOTE. —  In  pronouncing,  the  vocal  consonants  b,  d,g,  the  voice 
should  be  placed  well  forward.  The  vibrations  for  /;  are  /;/  tJic  lips; 
for  d  in  the  point  of  the  tongue  ;  for  g  in  the  back  of  tJie  tongue. 

71 


XXIII. 

y  (consonant). 

Consonant  y  is  always  initial. 
y  in  you,  your,  yes,  yellow. 
NOTE. — y  (vowel)  is  given  in  the  Manual,  Part  IV,  page  88. 


XXIV. 

W. 

1.  w  the  wind  sound;   it  resembles  oo  in  boot. 

2.  w  in  we,  way,  wind,  will,  went,  waves,  wash,  window,  water, 
wool,  weave,  west. 

3.  Phonogram :  est* 

4.  Phonic  Series: 

w  est 

r  est 

b  est 

n  est 

5.  Word  List : 

wing  win  weep  wick  will 

will  wall  way  wig  wills 


XXV. 

wh. 

I.  wh  the  blowing  sound. 

w  is  vocal,  while  wh  is  breath. 

72 


2.  wh  in  what,  when,  wheat,  where,  why,  white. 

3.  Phonogram :   ite. 

4.  Phonic  Series :    white,  kite,  bite. 


XXVI. 

///  (vocal). 

The  soft  sound  of  th  is  vocal ;   the  hard  sound  is  breath. 
th  (soft)  in  that,  this,  there,  they,  them. 

NOTE.—  It  is  not  wise  to  teach  two  sounds  for  one  symbol  in  the 
early  lessons.  Vocal  th  is  taught  first  because  it  is  the  one  more 
frequently  used  in  the  Primer.  See  ///  (breath)  Part  V,  page  112. 


XXVII. 

cli,  initial  and  final;  tch,  final. 

1.  ch  in  church,  chick,  chicken,  chop,  churn,  rich,  such,  much. 

2.  tch  in  catch,  match,  hatch. 


XXVIII. 

sJi,  initial;   final. 

1.  sh  in  she,  ship,  sheep,  shook,  wish,  push. 

2.  Phonograms  :   ook,  ush. 

73 


3.   Phonic  Series : 


ook 

b  ook 
t  ook 
1  ook 

br  ook 
h  ook 

sh  ook 


iish 

m   ush 

br  ush 

h  ush 

r  ush 


XXIX. 

REVIEW. 

1.  Consonants;    r,  ft  s,  h,j,  m,  p,  /. 

k-ck,l,  n,  d,  b,g. 

y,  w,  wh,  th  (soft),  ch,  sh. 

2.  Blended  consonants:  pl.fr,  tr,  bl,  br,  gr,  tck. 

3.  Phonograms :   at,  ack,  am,  an,  and,  ay,  all,  ake. 

en,  ed,  end,  ee,  eep,  eed,  eem,  een,  est. 
ing,  ill,  in,  it,  ick,  ig,  ite. 
op,  ot,  ock,  og,  ook. 
un,  limp,  ush. 

4.  Word  List  No.  IV. 


bat 

bite 

wee 

brick 

than 

shook 

back 

book 

weep 

bring 

then 

shed 

band 

bump 

weed 

brook 

thing 

sheep 

ball 

bumping 

Aring 

brush 

thrush 

shop 

bake 

best 

will 

brushing 

hatch 

shot 

bed 

gay 

win 

grand 

match 

blot 

bend 

got 

wick 

gray 

latch 

black 

bill 

gun 

wig 

greed 

patch 

bleed 

bit 

way 

Will's 

green 

catch 

block 

big 

wake 

west 

that 

shake 

when 

74 

PART  IV. 

SECOND  HALF  YEAR: 
THIRD  STEP. 

1.  Reading  from  the  First  Reader. 

2.  Phonic  Lessons : 

(a)  The  Vowel  Sounds. 

(b)  Equivalent  Vowel  Sounds. 

(c)  Word  Drill. 


READING  FROM  THE  FIRST  READER. 

(Time,  about  twenty  weeks.) 

Directions.  I.  In  the  Primer,  the  First  Reader,  and  the  Second 
Reader,  the  words  of  the  vocabulary  are  arranged  in  the  order  in 
which  they  first  occur,  and  are  grouped  by  pages  in  a  word  list 
placed  in  the  back  of  the  book.  Since  teachers  usually  write  un- 
familiar words  upon  the  blackboard  and  develop  them  in  a  word 
drill  preceding  the  reading  lesson,  it  has  not  been  thought  nec- 
essary to  place  the  new  words  at  the  beginning  of  each  lesson. 
(See  Spelling,  page  17.  Also  Word  Drill,  page  19.) 

2.  If   necessary   precede  a  lesson   in   the   First  Reader  with   a 
development   lesson   on   the    blackboard.      (See  page   39,    Part   II, 
Lesson  XXI.) 

3.  A  Supplementary  List  of  Poems  is  given  to  be  read  in  con- 
nection with  the  lessons  in  the  First  Reader.      Do  not  ask  children 
to  retell    the  poems    read  aloud.     To  develop  an  appreciation  of 
poetry  is  the  object.      Children  who  have  been  accustomed  to  hear- 
ing poetry  will  read  and  enjoy  the  poems  in  their  readers  as  much 
as  the  stories.     The  teacher's    attitude  toward  poetry  is  the  sug- 
gestion that  influences. 

THE  FIRST  READER. 

Page  7.  Memorize  the  poem.  Write  it  upon  the  blackboard  and 
teach  the  elements  as  in  the  Primer  lessons  based  upon  Nursery 
Rhymes.  (See  page  43,  Part  II,  Lesson  XXVII.) 

Page  10.     Teach  as  indicated  above 

77 


Page  ii.  Something  to  Tell.  Have  the  children  read  the  ques- 
tions silently,  and  then  answer  them  aloud. 

Page  12.  This  lesson  was  suggested  by  reading  George  Cooper's 
poem,  Come,  Little  Leaves. 

Page  96.  This  lesson  was  suggested  by  reading  Frederick  Man- 
ley's  poem,  The  Journey  s  End,  in  the  Modern  Music  Primer. 

Page  102.  This  lesson  was  suggested  by  reading  Frederick  Man- 
ley's  poem,  The  Woodpecker,  in  the  Modern  Music  Primer. 


LIST  OF  POEMS. 

The  teacher  may  read  the  following  poems  to  the  children  in 
connection  with  the  reading  lessons  in  the  First  Reader  as  indicated 
by  the  pages. 

Page  12     "Come,  Little  Leaves,"  by  George  Cooper. 

Book:    "Pinafore  Palace"    (Selections)  Wiggin    & 
Smith  (Eds.). 

"     20     "The  Little  Doves."   (Author  unknown.) 
Book:  "Pinafore  Palace" 

"     34     "The  Crow's  Children,"  by  Phoebe  Gary. 
Book:  "  Ballads  for  Little  Folks" 

"     44     "How  the  Leaves  Came  Down,"  by  Susan  T.  Coolidge. 
Book  :  "Songs  of  the  Tree-  Top  and  Meadow"  (Selec- 
tions) McMurry  and  Cook  (Eds.). 

"     54     ''My  Bed  is  a  Boat,"  by  Robert  Louis  Stevenson. 
Book:  "A  Child's  Garden  of  Verses." 

"     63      '  The  Water  Mill."     Aunt  Effie's  Rhymes. 

Book:    "Child  Life"  (Selections)  John  G.  Whittier 
(Ed.). 

78 


Page  63      "The  Johnny  Cake."    (Author  unknown.) 
Book:  Whittier's  "Child  Life." 

"      78     "O  Lady  Moon,"  by  Christina  G.  Rossetti. 
Book :    ' '  Sing-  Song. ' ' 

"     80     "An  Old-Fashioned  Rhyme,"  by  Emilie  Poulsson. 
Book:  "In  the  Child's  World." 

"     94     "A  Diamond  or  a  Coal,"  by  Christina  G.  Rossetti. 
Book:  "Sing-Song" 

"    102      "One,  Two,  Three,"  by  Henry  C.  Bunner. 

Book:    "  The    Posy  Ring"    (Selections)   Wiggin    & 
Smith  (Eds.). 

"    109     "The  Sweet  Red  Rose,"  by  Mary  Mapes  Dodge. 

Book:  "Songs  of  the  Tree- Top  and  Meadow." 

"   115     "Nursery  Song,"  by  Mrs.  Carter. 

Book:  "  Songs  of  the  Tree- Top  and  Meadow." 

"    1 1 8     "The  Cow-Boy's  Song,"  by  Anna  M.  Wells. 
Book:  "  The  Posy  Ring" 

"   128     "The  Seed,"  by  Kate  L.  Brown. 

Book:  "Songs  of  the  Tree- Top  and  Meadow." 

"    137     "To  a  Honey  Bee,"  by  Alice  Cary. 

Book:  "Ballads  for  Little  Folks" 

"    139     "Over  in  the  Meadow,"  by  Olive  A.  Wadsworth. 
Book:  Whittier's  "Child  Life." 

"    149     "What  Robin  Told,"  by  George  Cooper. 

Book:  "  Songs  of  the  Tree-  Top  and  Meadow." 

"  152     "A.   Apple  Pie,"  by  Edward  Lear.1 
Book:   "  Pinafore  Palace  " 


79 


PHONIC  LESSONS. 

(Time,  about  twenty  weeks. ) 

Directions.  I.  In  Phonic  Lessons,  First  Half  Year,  Second 
Step,  the  child  learned  the  consonant  sounds  and  some  of  the  com- 
mon phonograms.  In  the  second  half  year  phonograms  are  analyzed 
for  the  purpose  of  recognizing  the  vowel  sounds  as  elements. 
There  are  twenty  elementary  vowel  sounds.  The  purpose  of 
the  phonic  lessons  is  to  associate  these  vowels  with  the  symbols 
representing  them.  See  page  1 1 3  for  a  scientific  arrangement  of  the 
vowel  sounds. 

I. 

a  (short). 

1.  Separate    at   into   the    sound   elements  a   and  t.     (Give  the 
sound,  not  the  name.) 

2.  Associate  the  sound  with  the  letter. 

3.  Combine  a  (short)  with  the  consonants  n,  m,  t,  p,  d,  to  form 
the  phonograms  an,  am,  at,  ap,  ad. 

4.  Analyze  short  words  containing  the  sound  of  a  (short)  into 
phonic  elements.     (A  knowledge  of  the  elementary  sounds  is  the 
foundation  upon  which  rests  the  power  to  recognize  new  words.) 

fan  jam  mat  sad  tap 

fan  jam  mat  sad  tap 

5.  Analyze  the    following  words,   making  prominent  a  (short) : 
rat,  Sam,  pat,  had,  sat,  thank,  sang,  ash,  splash. 

80 


II. 


a  (long). 


I  Final  e  causes  the  preceding  vowel  to  take  its  name  instead  of  its 
nd.     Do  not  teach  the  rule,  but  its  application.      No  diacritical 
rks  are  necessary  to  indicate  the  short  and  long  vowel  sounds, 
lildren  quickly  discover   that  the   final  e  changes   the  preceding 
vowel  from  the  sound  to  the  name.    This  is  true  of  almost  all  words. 
When  there  is  a  phonetic  exception  it  should  be  taught  as  a  sight 
word.) 

1.  Write  at  on  the  blackboard  and  have  it  pronounced.     Write 
ate  beside  it  and  have  it  pronounced.      (The  teacher  may  do  this  first 
and  have  the  children  learn  the  force  of  e  by  observation  and  imita- 
tion.)    Ex. :  at  ate. 

2.  Combine   different  consonants  and   phonograms   to  illustrate 
this  principle. 

at  ate  an  ane 

f  at        f  ate  p  an       p  ane 

am          ame  ap  ape  ad  ade 

S  am     s  ame  t  ap       t  ape  m  ad       m  ade 

There  are  a  few  exceptions  to  this  rule.  Ex.:  have.  Teach  this 
word  to  the  child  just  as  the  name  of  any  new  sight  word  is  told 
him. 

3.  Analyze    the  following  words,  making    prominent  a  Hong)  : 
came,  name,  take,  same,  taste,  bake,  cake,  wake,  spade. 


81 


III. 


ay=a  (long). 

1.  ay  is  an  equivalent  symbol  for  a  (long). 

2.  Analyze  the  following  words :   hay,  jay,  say,  stay,  may,  way, 
day,  lay,  gray,  play. 


IV. 


ai=a  (long). 


1.  ai  is  an  equivalent  symbol  for  a  (long). 

2.  Combine  ai  with  consonants  to  form  the  phonograms  ail,  ain, 
ait,  aid. 

3.  Word  List  for  analysis: 


hail 
pail 
tail 
fail 
sail 
mail 


chain 

pain 

rain 

raining 

gain 

paid 


train 

stain 

wait 

waited 

waiting 

afraid 


V. 


c  (hard) ;  cr;  cl. 

c  (hard)  and  k  have  the  same  sound.      It  is  interesting  to  note 
that  c  is  oftener  found  to  begin  words  and  k  to  end  them. 
I.  c  in  can,  come,  cat,  cow,  corn,  coo,  cold. 

82 


2.  cr  in  cradle,  cream. 

3.  cl  in  clip-clap,  climbs,  clock,  cluck, 

4.  Phonograms :   0 

5.  Phonic  Series: 


c  ow 
b  ow 
h  ow 
b  ow-w  ow 


t  own 

br  own 

d  own 

fr  own 


t  old 
g  old 
f  old 
h  old 


6.  Word  List: 


camp  came  cling 

camping  can  cluck 

call  cake  clock 

calls  cook  click 

called  cow  clam 

cat  cot  clap 


clay  crook 

clump  crop 

creep  crash 

creeping  crush 

crack  crown 

cradle  cream 


VI. 


e  (short). 

1.  Separate  red  into  the  sound  elements  r  and  ed. 

2.  Separate  ed  into  the  sound  elements  e  and  d.     (Give  sound, 
>t  name.) 

The    teacher    should   pronounce    it    first,   and    let    the    children 
learn  by  imitation.      Be  careful  to  give  the  correct  vowel  sound. 

3.  Combine  e  (short)  with  consonants  to  form  the  phonograms 
en,  cm,  ct,  ell,  eg,  elf,  elt,  esh. 

83 


4.   Word  List 


pet 

set 

yet       . 
met 

leg 
bell 

fell 

Nell's 

sled 
bed 

wet 

let 

sell 

when 

red 

net 

hem 

tell 

then 

melt 

self 

them 

shell 

den 

end 

shelf 
get 
getting 

Peg 
beg 
begging 

selling 
telling 
well 

men 
hens 
ten 

ends 
threshers 
bench 

VII. 


(long); 


ee. 


Final  e  takes  its  name  when  it  is  the  only  vowel  in  the  word. 
Ex. :  he,  she,  we,  me,  be. 

The  sound  of  ee  is  the  same  as  the  name  of  e.  It  is  not  neces- 
sary to  connect  double  letters  artificially  with  a  bar  or  mark  of  any 
kind.  Children  soon  learn  that  one  sound  is  used  for  both  letters. 

Combine  ee  with  the  consonants  used  both  as  initials  and  finals  to 
build  words. 

Phonic  Series: 


eet 

eel 

eed 

eep 

b  eet 

h  eel 

f  eed 

p  eep 

f  eet 

f  eel 

s  eed 

k  eep 

si  eet 

p  eel 

w  eed 

sh  eep 

str  eet 

st  eel 

d  eed 

w  eep 

sh  eet 

wh  eel 

n  eed 

d  eep 

84 


Word  List 


feed 

sleeping 

deed 

keep 

teeth 

need 

beef 

seed 

peeping 

he 

seem 

speed 

deep 

keeping 

she 

seems 

meet 

seen 

tree 

we 

peep 

see 

sheep 

three 

me 

sleep 

bee 

weep 

cheese 

be 

VIII. 


ea~e  (long). 

1.  ea  is  an  equivalent  symbol  for  e  (long). 

2.  Combine  ea  with  consonants  to  form  the  phonograms  cal, 
,  car,  cap,  eatt  eave. 

3.  Word  List: 


meal 

reap 

lean 

weave 

teacher 

seal 

read 

leap 

leave 

tear 

bean 

lead 

leaping 

stream 

dear 

scat 

eager 

heat 

please 

near 

meat 

reaping 

heater 

teach 

hear 

neat 

reaper 

wheat 

each 

hearing 

IX. 


(final) 


ed=d  when  added  to  a  word  ending  in  a  vocal  consonant. 
ed=t  when  added  to  a  word  ending  in  a  breath  consonant. 


Write  the  simple  form  of  the  word  on  the  blackboard,  and  have 
it  pronounced.  Write  it  again  with  the  ed  added,  and  have  it  pro- 
nounced a  second  time.  Do  not  teach  it  as  a  separate  sound.  Call 
attention  to  the  difference  in  form  and  the  corresponding  difference 
in  sound. 


dress 

pass 

dance 

wish 

drop 


dressed 

passed 

danced 

wished 

dropped 


play 

cover 

live 

call 

roll 


played 

covered 

lived 

called 

rolled 


REVIEW. 


ram 

jump 

tap 

walk 

look 

pick 


rains 

jumps 

taps 

walks 

looks 

picks 


raining 

jumping 

tapping 

walking 

looking 

picking 


rained 

jumped 

tapped 

walked 

looked 

picked 


X. 


1.  x=ks   as   in  milks,     x  is  not  one  of    the   simple   elementary 
sounds. 

2.  x  in  ax,  fox,  six,  next,  Foxy,  Loxy,  wax. 

86 


XI. 


i  (short). 

1.  Separate  it  into  the  sound  elements  /and  t.     (Give  sound,  not 
name.) 

2.  Combine  *  (short)  with  consonants  to  form  the  phonograms  in, 
im,  ip,  id,  ib,  it,  ig,  ill,  tss,  isht  ick. 

3.  Word  List: 


him 

tip-top 

dim 

fin 

with 

lip 

sit 

lid 

wish 

kiss 

hid 

sitting 

ill 

dish 

miss 

bit 

whip 

chill 

wished 

brick 

pin 

ship 

rill 

silver 

click 

pinned 

dipping 

rip 

picked 

till 

sick 

dipped 

rim 

mittens 

mitten 

thick- 

did 

spilled 

kittens 

written 

pick 

dinner 

rib 

big 

Pig 

Give  a  short  drill  each  day  at  the  close  of  the  lesson  upon  the 
phonic  list. 


XII. 

i  (long). 

1.  Teach  i  (long)  in  the    same    manner  in  which  a  (long)  was 
taught.      (See  page  81,  paragraph  II.) 

2.  Combine  different  consonants  and  phonograms  to  illustrate  this 
principle. 

87 


it 

ite 

ip 

ipe 

id 

ide 

b 

it 

b  ite 

r  ip 

r  ipe 

r  id 

r 

ide 

in 

ine 

im 

ime 

p  in 

P 

ine 

d 

im 

d 

ime 

3.  Word  List 


ice 

mite 

white 

line 

wise 

mice 

chime 

ripe 

lime 

wiser 

nice 

chide 

ride 

fire 

spring 

side 

shine 

rides 

wire 

hive 

beside 

wide 

riding 

rise 

five 

mine 

wipe 

dime 

ripe 

pine 

XITI. 


y,  vowel  (short  and  long). 

i.  y  (short)  has  almost  always  the  sound  of  i  (short).     It  is  the 
last  sound  heard  in  Mary,  baby,  pretty,  frosty,  lady. 

y  (long)  is  the  same  as  i  (long).      It  is  the  last  sound  heard  in 


2.  Word  List: 

happy 

sandy 

fairy 

Henny  Penny 

Foxy  Loxy 

Ducky  Lucky 

Turkey  Lurkey 


nicely 
carry 
flying 
crying 
myself 
goodby 
drying 
88 


Hickory  Dickory 

empty 

Blacky 

Browny 

Whitey 

sky 

frosty 


XIV. 


igh. 

1.  igh  is  an  equivalent  symbol  for  i  (long). 

2.  igh  in  high,  higher,  flight,  thigh,  night,  fight,  sight,  bright, 
light,  right,  might,  lightning. 


XV. 

v,  initial;  final;  medial. 

1.  v  in  violet,  very,  visit,  love,  weave,  voice,  every. 

2.  Phonogram:    ave. 

3.  Word  List :   gave,  cave,  pave,  wave. 


XVI. 


o  (short). 

1.  Separate  on  into  the  elements  o  (short)  and  n. 

2.  Combine  o  (short)  with  the  final  consonants  n,  tn,p,  t,  b,  d,  ss, 
g,  to  form  phonograms,  and  with  initial  consonants  to  form  words. 

ot  ob  op 

c  ot  r  ob  h  op 


3-  Word  List :    (Let  the  children  find  other  words  in  the  Reader.) 

top                                 pop  softer 

stop                               Tom  longer 

not                                 lost  knock 

spot                                 frost  knocker 

locked                            frosty  knocking 

off                                   from  knocked 

rock                               stronger  moss 

flock                              logs  toss 

hopping                         lost  chop 

pot                                 soft  chopping 

XVII. 

o  (long). 

1.  Teach  o  (long)   in  the   same  manner   in    which  a  (long)   was 
taught.     (See  page  81,  paragraph  II.) 

2.  Combine  different  consonants    and  phonograms  to    illustrate 
this  principle : 

hop                  rob                not  mop 

hope                robe              note  mope 

3.  Word  List: 

old                                 rode  bone 

hole                               rose  stove 

hope                               mole  smoke 

those                              home  alone 

chose                             hoe  spoke 

note                                rope  broke 

nose                               more  those 

toe                                   core  shore 

pole                                 sore  chore 

90 


XVIII. 

o  (final);  oa. 

1.  -o,  oa  are  equivalent  symbols  for  o  (long). 

2.  o  in  got  so,  no. 

3.  Combine  oa  with  consonants,  initial  and  final,  to  form  phono- 
grams and  words :   /,  d,  mt  n,  ch,  k,  r,  I,  f. 

4.  oa  in  boat,  load,  loam,  loaf,  moan,  coat,  oak,  oats,  roaming,  coal, 
toad,  road,  loads,  loan,  roar,  oar,  boards. 

XIX. 

z. 

z  in  buzz,  fuzz,  fuzzy,  lazy,  dizzy,  zish,  size,  sized,  buzzing,  buzzed. 

XX. 

?/  (short). 

1.  Separate  up  into  the  elements  u  (short)  and/. 

2.  Combine  i  (short)  with  consonants  to  form  the  phonograms 
ut,  ud,  ;//>,  //;;/,  ////,  urr,  uff,  uss,  uzz. 

3.  Word  List: 


tub 

fuss 

cutting 

shut 

crust 

cup 

buzz 

buds 

shutting 

bump 

hug 

fuzzy 

syrup 

shutter 

bumping 

bug 

push 

supper 

dug 

pumped 

purr 

pushed 

hum 

hundred 

puff 

fur 

pushing 

humming 

stuff 

puffed 

dug 

cut 

XXI. 

*  (long). 

1.  Teach  n  (long)  in  the  same  manner  that  a  (long)  was  taught. 

2.  Combine  different  consonants  and  phonograms  to  illustrate  this 
principle : 

tub  cub  plum  us  cut 

tube  cube  plume          use  cute 

3.  Phonic  List :   cure,  pure,  mute,  amuse,  use,  used,  tune,  tiibe. 


XXII. 

=  u  (long). 

1.  ew  is  an  equivalent  symbol  for  u  (long). 

2.  ew  in  new,  blew,  few,  view,  dew. 

XXIII. 

ur=er,  ir. 

r  following  u,  e,  i,  usually  gives  the  sound  heard  in  ftir,  her,  sir. 
Word  List: 


iir 

er 

tr 

fur 

her 

sir 

burn 

term 

bird 

curl 
nurse 

verse 
berth 

girl 
first 

church 

dinner 

third 

hurt 

supper 

skirt 

92 

XXIV. 


er;  ers  (as  a  syllable). 

Write  the  simple  form  on  the  blackboard,  and  have  it  pronounced. 
Write  it  again  with  er  added,  and  have  it  pronounced.  Write  it 
again  with  ers  added,  and  have  it  pronounced. 


farm 

farm  er 

farm  ers 

mill 

mill  er 

mill  ers 

bake 

bak  er 

bak  ers 

mine 

min  er 

min  ers 

Identify  cr  in 

other 

mother 

brother 


father 

sister 

flower 


butter 

water 

pitter-patter 


XXV. 


ng  (the  ringing  sound). 


1.  ng  is  one  of  the  elementary  sounds. 

2.  Combine  ng  with  the  vowels  a,  e,  i,  o,  u,  to  form  the  phono- 
grams ang,  eng,  ing,  ong,  ung. 

3.  Word  List: 

sing  wing  ding  along  length 

king  spring  dong  rang  strength 

sung  lungs  song  sang  rung 

sling  sting  long  hang  strung 

swing  string  gong  bang  stung 

93 


XXVI. 


qu=kwh. 

q  is  not  one  of  the  elementary  sounds. 

qu  in  quack,  queer,  queen,  quite,  quail,  squeeze,  squash. 


XXVII. 

oo  (short) ;   oo  (long). 

1.  oo  (short)  as  in  cook. 
Word  List: 

book  took 

good  hook 

look  brook 

wood  cook 

foot  cooking 

2.  oo  (long)  as  in  coo. 
Word  List: 

moon  stoop  broom  root 

room  moo  bloom  too 

fool  cool  goose  tool 

poor  loom  stool  soon 

spool  noon  roof  spoon 


XXVIII. 

aw  =  all,  or. 

1 .  aw  in  caw,  draw,  saw,  claw,  paw,  straw. 

2.  all  in  ball,  hall,  wall,  fall. 

3.  or  in  corn,  horn,  morn,  morning,  torn. 

94 


ar  in 


XXIX. 

a  (r),  Italian. 


arm 

star 

car 

card 

hard 

harm 

barn 

mark 

sharp 

starch 

park 

yard 

start 

far 

spark 

bark 

march 

jar 

ark 

lark 

XXX. 


1.  ow  and  ou  are  equivalent  symbols  for  the  same  sound. 

2.  ou  at  the  beginning  or  in  the  middle  of  a  word  becomes  ow 
final. 

3.  ou  in     our  sour  cloud  found 


mouse 

around 

house 


sour 
out 
loud 
sound 


4.  ow  in    cow  how 

owl  down 

crown  clown 


ground 

aloud 

about 

now 

drown 

crowd 


round 
spout 
flour 

bow 

brown 

growl 


XXXI. 


oy—oi. 

1.  oy  and  oi  are  equivalent  symbols  for  the  same  sound. 

2.  oi  at  the  beginning  or  in  the  middle  of  a  word  becomes  oy  final. 

95 


3.  oi  in     oil  boil  coin  join 

joint  point  voice  toil 

spoil  noise  soil  broil 

4.  oy  in  boy,  toy,  joy,  Roy,  Troy,  ahoy. 


XXXII. 

//  ge;  dge  (final). 

1.  -ge,  dget  are  equivalent  symbols  for  j. 

2.  -ge  in  age,  hinge,  cage,  page,  sponge,  fringe. 

3.  -dge  in  edge,  bridge,  judge,  Madge. 


XXXIII. 

SUMMARY. 

Phonic  Lessons.     Third  Step  contains : 

1.  17  vowel  sounds: 

a,  e,  i,  o,  u  (short) 

a,  e,  i,  o,  u  (long) 

oo  (short),  oo  (long),  a  (r),  (Italian) 

aw,  ow,  oy,  ur. 

2.  Nine  of  these  sounds  have  fifteen  common  equivalent  symbols, 
making  a  total  of  thirty-two  vowel  symbols.     (See  Table  of  Vowel 
Sounds,  page  1 13.) 

The  three  vowel  sounds  heard  in  ask,  air,  and  ore  may  be 
omitted.  Teach  as  sight  words  those  used  in  the  Summers 
Readers ;  or  if  preferred,  give  a  series  drill. 


Two  of  these  sounds  have  equivalent  spellings. 
air  as  in  chair,  care,  wear, 
ore  as  in  more,  four,  floor,  torn. 

The  sound  ask  has  the  simple  spelling  a.  In  this  Manual  a  is 
the  symbol  for  a  (short)  as  in  at  unless  changed  by  some  modifier 
as  final,  r,  or  another  vowel.  Ex.:  at,  aw,  oa,  ea. 

Ex.:  The  following  list  gives  the  most  common  of  these  words : 


air 

chair 

fair 

hair 

pair 

stair 


are 

care 
bare 
dare 
fare 
scare 


ear 

bear 
tear 
wear 
pear 


II. 


ore 

oor 

orn 

oar 

our 

bore 

door 

torn 

roar 

four 

core 

floor 

worn 

soar 

pour 

more 

thorn 

shore 

born 

store 

III. 


ask 

task 

mask 

basket 


97 


ast 

fast 
last 
mast 


ance 

dance 

lance 

chance 


PART  V. 

THIRD  HALF  YEAR: 
FOURTH   STEP. 

1.  Reading  from  the  Second  Reader. 

2.  Phonic  Lessons : 

(a)  Initial  and  final  syllables  taught  as 

phonograms. 

(b)  Word  Drill. 

3.  Later  Work. 


INITIAL  AND  FINAL  SYLLABLES. 

(Time,  about  twenty  weeks.) 

Directions,  i.  In  the  third  half-year  initial  and  final  syllables  are 
taught  as  phonograms.  This  enables  the  child  to  read  words  re- 
quiring an  understanding  of  syllabication. 

2.  The  familiar  consonant  and  vowel  sounds  previously  learned 
are    constantly  reviewed  in  the  word  lists  given  for  phonic  drill. 
These  are  based  largely  upon  the  words  used  in  the  Primer,  the 
First  Reader,  and  the  Second  Reader.     The  list  may  be  increased 
by  using,  in  connection  with  familiar  words,  the  prefixes  and  suffixes 
given  in  the  following  lessons. 

3.  New  sight  words  which  the    child  may   meet  in    any  reader 
should  be  told  him. 


I. 


y 

par  ty 

coun  try 

sto  ry 

car  ry 

cher  ry 

ber  ry 

fai   ry 

brow  ny 

pen  ny 

pup  py 


US 

par  ties 

coun  tries 

sto  ries 

car  ries 

cher  ries 

ber  ries 

fai   ries 

brow  nies 

pen  nies 

pup   pics 


101 


II. 


ly 

ful 

near  ly 

ug  ly 

play  ful 

won  der  ful 

nice  ly 

sad  ly 

thank  ful 

truth  ful 

mere  ly 

hoi  ly 

beau  ti  ful 

barn  ful 

friend  ly 

mer  ri  ly 

help  ful 

field  ful 

quick  ly 

hap  pi  ly 

use  ful 

hand  ful 

III. 


nre 

pict  ure 

mixt  ure 

fig  ure 

past  ure 

rapt  ure 

creat  ure 


age 

vil  lage 
mes  sage 

cab  bage 
man  age 
pack  age 

cot    tage 


IV. 


le 

OUS 

TtO1 

cas  tie 

gen  tie 

won  drous 

ques  tion 

cat  tie 

un  cle 

fa  mous 

mo  tion 

nee  die 

bram  ble 

joy      ous 

sta  tion 

trem  ble 

shut    tie 

•   gor  geous 

ac  tion 

wres    tie 

trea  die 

va  ca  tion 

ap  pie 

102 


V. 


in  side 
in  vite 
in  deed 
in  ven  tion 
In  di  an 
rob  in 
Mon  da  min 


en 

chick  en 

sev  en 

soft  en 
sweet  en 

wak  en 

en  joy 


ilt  el 

an    vil 

pen    cil 

trav     el 

cam     el 

quar  rel 


VL 


ed 

end  ed 

faint  ed 

plant  ed 

lift  ed 

fold  ed 

mend  ed 

card  ed 


est 

near  est 

old  est 

young  est 

har  vest 

mo  lest 

sick  est 

dark  est 


103 


VII. 


a 

be     de 

re    pre 

a  side 

be  come 

re  cess 

a  sleep 

be  came 

re  ceive 

a  wake 

be  fore 

re  ply 

a  long 

be  gan 

.      re  ply  ing 

a  fraid 

be  gin  ning 

pre  pare 

a  live 

be  long 

pre  tend 

a  cross 

be  side 

pre  tend  ing 

a  go 

be  hind 

a  gainst 

de  lay 

a  gain 

de  lay  ing 

a  round 

de  light 

de  light  ful 

dis  mis 

dis  turb 
mis  take 
mis  tak  en 


VIII. 

ex 

ex  plain 

ex  plain  ing 

ex  pect 

ex  pect  ed 

ex  cuse 

ex  press 

ex  am  pie 

ex  treme  ly 


pro 

pro  nounce 
pro  long 


104 


IX. 


ap  pear 

ap  pear  ing 


ad 

ad  mit 
ad  mit  ting 
ad  mit  ted 
ad  mit  tance 
ad  dress 
ad  di  tion 


af 

af  fee  tion 
af  ter 


X. 


at 

at  tic 
at  tract 
at  tend 
at  ten  tion 


an  ab 

an  i  mal 
worn  an 

ab  sent 


XI. 


ness 

less 

cold  ness 

weak  ness 

end  less 

ill  ness 
lame  ness 

sick  ness 
wil  der  ness 

help  less 
home  less 

like  ness 

fear    less 

moth  er  less 

near  ness 

friend    less 

fath  er  less 

some 

some  times 
some 

lone  some 

hand  some 

win  some 


105 


XII. 


ob  or 

ob  tain  par  lor  Phil  ip 

ob  tains  mir  ror  el  e  phant 

ob  tained  or  gan  pho  to  graph 

ob  tain  ing  or  chard  sphere 


XIII. 

SUMMARY. 


y 

ies 

iy 

ful 

ure 

age 

le 

ous 

tion 

in 

en 

il 

el 

ed 

est 

a 

be 

de 

re 

pre 

dis 

mis 

ex 

ap 

ad 

af 

at 

an 

ab 

ob 

ness 

less 

some 

or 

ph  =  f 

SUPPLEMENTARY  LIST  OF  POEMS. 

The   teacher   may  read  the  following  poems  to  the  children   in 
connection  with  the  reading  lessons  in  the  Second  Reader. 


SEPTEMBER. 

"September,"  by  Helen  Hunt  Jackson.     Book  :  Jackson  s  Poems. 
"Hiawatha's  Childhood,"  by  Henry  W.  Longfellow.     Book:  Long- 
fellow's Poems. 

1 06 


Lines   beginning:     "  By  the  shores  of  Gitchee  Gumee"  to 
"called  them  '  Hiawatha's  Brother's.'  " 
Selections  from  Hiawatha's  Fasting. 

The  first  day  of  his  fasting. 

The  fourth  day  of  his  fasting,  lines  beginning :    "  To-morrow 
is  the  last  day  of  your  fasting." 

The  seventh  day  of  his  fasting,  lines  beginning :   "  Day  by 
day  did  Hiawatha." 
"The  Little  Elf,"  by  John  Kendrick  Bangs. 

Book :    "  The    Posy    Ring"   (Selections)    Wiggin    & 
Smith  (Eds.). 


OCTOBER. 

"  The  Mountain  and  the  Squirrel,"  by  Ralph  Waldo  Emerson. 

Book:  Emerson's  Poems. 
"  Robin  Redbreast,"  by  William  Allingham. 

Book:  "The  Posy  Ring" 
"  Lullaby  of  the  Iroquois,"  by  E.  Pauline  Johnson. 

Book:  "Songs  of  the  Tree- Top  and  Meadow  "(Selections) 

McMurry  and  Cook  (Eds.). 
"  Hiawatha's  Sailing,"  by  Henry  W.  Longfellow. 

Book  :  Longfellow's  Poems. 


NOVEMBER. 

"The  Story  of  a  Seed,"  from  The  Youth's  Companion. 

Book  :  "  Songs  of  the  Tree-  Top  and  Meadow." 
"  Little  Red  Riding  Hood,"  by  John  G.  Whittier. 

Book :    Whittier  s  Poems. 
107 


"  Selections  from  the  Barefoot  Boy,"  by  John  G.  Whittier. 

Book  :    Whit  tier's  Poems. 
"  The  Boy  and  the  Sheep,"  by  Ann  Taylor. 

Book  :  "  The  Posy  Ring." 


DECEMBER. 

"  Little  Fir  Trees,"  by  Evaleen  Stein. 

Book:  "St.  Nicholas:' 
"Why  do  Bells  for  Christmas  Ring?"  by  Eugene  Field. 

Book:  "Lullaby  Land." 
"The  Sugar-Plum  Tree,"  by  Eugene  Field. 

Book:  "Lullaby  Land" 
"  A  Visit  from  St.  Nicholas,"  by  Clement  C.  Moore. 

Book:    "  Child  Life"   (Selections)  John    G.  Whittier 

(Ed.). 

JANUARY. 

"  What  the  Wood  Fire  Said  to  the  Little  Boy,"  by  Frank  L.  Stanton. 

Book  :  "  Songs  of  the  Tree-  Top  and  Meadow." 
"The  Snow,"  from  The  Youth's  Companion. 

Book  :  "  Songs  of  the  Tree-  Top  and  Meadow." 
"The  Frost,"  by  Hannah  F.  Gould. 

Book:  "  The  Posy  Ring" 
"Talking  in  Their  Sleep,"  by  Edith  M.  Thomas. 

Book :   "  Songs  of  the  Tree-  Top  and  Meadow." 


FEBRUARY. 

"The  Village  Blacksmith,"  by  Henry  W.  Longfellow. 
Book  :  Longfellow's  Poems. 
1 08 


"From  My  Arm  Chair,"  by  Henry  W.  Longfellow. 

Book:  Longfellow's  Poems. 
"The  Children's  Hour,"  by  Henry  W.  Longfellow. 

Book:  Longfellow's  Poems. 
11  Time  to  Rise  "  ;  "  Bed  in  Summer,"  by  Robert  Louis  Stevenson. 

Book:  "A  Child's  Garden  of  Verses." 


MARCH. 

"  The  Windmill,"  by  Henry  W.  Longfellow. 

Book  :  Longfellow's  Poems. 
"  The  Wind,"  by  Robert  Louis  Stevenson. 

Book:  "A  Child's  Garden  of  Verses." 
"  My  Shadow,"  by  Robert  Louis  Stevenson. 

Book:  "A  Child's  Garden  of  Verses" 
"  The  Lost  Doll,"  by  Charles  Kingsley. 

Book:  "  The  Posy  Ring" 


APRIL. 

"The  Brown  Thrush,"  by  Lucy  Larcom. 

Book:  "  Childhood  Songs" 
"Wild  Geese,"  by  Celia  Thaxter. 

Book  :  ' '  Poems  for  Children . ' 
"The  Song  of  the  Lilies,"  by  Lucy  Wheelock. 

Book:  "  Songs  of  the  Tree-  Top  and  Meadow' 
"What  is  Pink?"  by  Christina  G.  Rossetti. 

Book :  ' '  Sing-  Song. ' ' 
109 


MAY. 

"Baby  Seed  Song/'  by  E.  Nesbit. 

Book:  "  The  Posy  Ring:' 
"Calling  the  Violet,"  by  Lucy  Larcom. 

Book:  "  Childhood  Songs." 
"The  Bluebird,"  by  Emily  Huntington  Miller. 

Book:  "  The  Posy  Ring:' 
"Spring,"  by  Celia  Thaxter. 

Book:  " Poems  for  Children." 


JUNE. 

"Mabel  on  Midsummer  Day,"  by  Mary  Howitt. 
"The  Fairies  of  the  Caldron-Low,"  by  Mary  Howitt. 
"The  Fairy  Folk,"  by  Robert  Bird. 

Book:  "  The  Posy  Ring." 
"Seven  Times  One,"  by  Jean  Bigelow. 

Book:  "  The  Posy  Ring :" 


JULY. 

"Flag  Song,"  by  Mrs.  Coonley-Ward. 

Book:  "Wilson's  History  Reader." 
"Independence  Bell."     (Author  unknown.) 

Book:  "  Williams 's  Choice  Literature,  Book  II" 
"The  Flag  Goes  By,"  from  The  Yottth's  Companion. 

Book:  "Songs  of  the  Tree -Top  and  Meadow." 
"The  Star-Spangled  Banner,"  by  Francis  Scott  Key. 

Book:  "  Wit  Hams' s  Choice  Literature,  Book  II." 
no 


AUGUST. 

"The  Song  of  the  Crickets,"  by  Kmily  Huntington  Miller. 

Book:  "  Songs  of  the  Tree-Top  and  Meadow." 
"The  Spider  and  the  Fly,"  by  Mary  Howitt. 

Book:  "  Songs  of the  Tree-Top  and  Meadow" 
"Wynken,  Blynken  and  Nod,"  by  Eugene  Field. 

Book:  "Lullaby  Land" 
"Old  Gaelic  Lullaby."     (Author  unknown.) 

Book:  "  The  Posy  Ring" 


LATER  WORK. 

After  the  third  half  year  any  series  of  readers  may  be  used.  The 
literature  of  childhood,  carefully  selected  and  edited,  should  form  the 
subject-matter  of  these  reading  books. 

Phonic  lessons  based  as  far  as  possible  upon  the  words  found  in 
the  readers  should  be  practised  daily  during  the  first  three  years. 
This  later  work  does  not  differ  from  that  of  the  preceding  phonic 
lessons. 


ill 


CONSONANT  SOUNDS. 

BREATH  SOUNDS.  VOCAL  SOUNDS, 

h- 

wh  w- 

p  b      m 

d  n  1  r- 

k  g  ng 

f  v 

th  th 

s  z 

sh  zh 

ch  j  y- 

qu  =  kwh 
x  =  ks 


EQUIVALENT  SPELLINGS. 

gC     I  =  i  . 

dge  3       J     bridge 

ph        =  f     elephant 

s  =  z    is,  has 

Based  on  Chart  of  Consonant  Sounds  used  in  Clarke  School,  Northampton,  Mass. 

1.  Two  consonant    sounds  may  be  omitted    from  the    phonic 
work  in  the  primary  grades. 

(a)  Omit  the  breath  sound  of  th  as  in  thin,  thick,  thank, 
since  the  vocal  sound  as   in  this,  then,  they  is  more  often  in  the 
child's  vocabulary.     It  will    be  confusing  to  have  two  sounds  for 
the  same  symbol. 

(b)  The  zh  sound  as  heard  in  pleasure,  measure,  treasure, 
does  not  occur  in  the  Summers  Readers  and  therefore  is  omitted. 
Let  the  symbol  s  at  first  represent  the  breath  sound  as  in  sit. 

2.  /,  b,  and  m  are  in  a  horizontal  line  indicating  -that  all  are 
made  by  the  same  organs  of  speech. 

/,  d,  n,  /,  r,  all  have  the  point  of  the  tongue  as  the  active 
organ  and  the  upper  gum  as  the  passive  organ  in  articulation. 

q  and  x  are  not  elementary  sounds.  They  are  double 
breath  consonants,  qu  =  kwh.  x  =  ks. 

112 


VOWEL  SOUNDS. 


Short 
Long 
Italian 


Short 
Long 
Short 
Long 


a 

at 

a-e 

ate 

a(r) 

arm 

aw 

saw 

air 

fair 

a 

ask 

e 

bed 

ee 

bee 

i 

pin 

i-e 

pine 

Short 
Long 
Short 
Long 


Short 
Long 


0 

o-e 

00 

hop 
hope 
foot 

00 

food 

ow 

cow 

oy 

boy 

ore 

more 

u 

us 

u-e 

use 

ur 

fur 

COMMON  EQUIVALENT    SPELLINGS. 

a-e  =  ay,  ai  day,    train 

ee    =  ea,  -e  each,  me 

i-e    =  -y,  igh  my,     high 

o-e  =  -o,  oa  so,       coat 


u-e  =  ew 
aw    =  all,  or 
ow   =  ou 
oy    =  oi 
ur     =  er,  ir 


new,  view 

call,  corn 

out,  found 
boil 

her,  sir 


Three  vowel  sounds  may  be  omitted  from  the  phonic  \v.rk 
in  the  primary  grades.  The  sounds  in  ask,  fair,  and  more  should 
be  used  with  accuracy  by  the  teacher,  since  the  child  is  at  the  most 
imitative  and  impressionable  stage.  In  the  early  phonic  work  it 
will  confuse  the  child  if  he  is  taught  two  sounds  for  the  same  sym- 
bol. In  this  Manual  the  symbol  a  means  invariably  a  (short)  as  in 
cat,  therefore  such  words  as  ask,  chance,  after  are  taught  through 
the  series  idea.  Fair,  hair,  bore,  more  are  taught  in  the  same 
manner. 


Stunners, 
Manual,  fir 
reading^, 

Hffl 


st  lessons  in 


037" 


UNIVERSITY  OF  CALIFORNIA  LIBRARY 


